Students rate teaching as satisfactory more often under PBL+LBL than LBL, with no significant differences for ordinary or poor ratings¶

Claim · All claims
Evidence · 1 study (2 entries) · quant-synthesis r2–r3 · q3
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The proportion of students evaluating teaching as satisfactory was significantly higher in the PBL+LBL group than in the LBL group (RR = 2.58, 95% CI 1.84–3.62, P < .00001). → Liu CX 2020 q3 i? There was no statistically significant difference between the groups in the proportion of students evaluating teaching as ordinary (RR = 0.72, P = .13) or as poor (RR = 0.49, P = .10). → Liu CX 2020 (2)

Evidence¶

Liu CX 2020¶

Liu CX, Ouyang WW, Wang XW, Chen D, Jiang ZL. (2020). Comparing hybrid problem-based and lecture learning (PBL + LBL) with LBL pedagogy on clinical curriculum learning for medical students in China: a meta-analysis of randomized controlled trials. Medicine. https://doi.org/10.1097/MD.0000000000019687

q3 · i? · quant-synthesis · r2

Meta-analysis of the 9 studies reporting teaching satisfaction at three levels (satisfactory, ordinary, poor). The satisfactory-rating contrast favored PBL+LBL: "RR = 2.58, 95% CI: 1.84∼3.62".

"the proportion of students evaluating teaching as satisfactory was significantly higher in PBL + LBL group than in LBL group (RR = 2.58, 95% CI: 1.84∼3.62, P < .00001)"

Liu CX 2020 (2)¶

Liu CX, Ouyang WW, Wang XW, Chen D, Jiang ZL. (2020). Comparing hybrid problem-based and lecture learning (PBL + LBL) with LBL pedagogy on clinical curriculum learning for medical students in China: a meta-analysis of randomized controlled trials. Medicine. https://doi.org/10.1097/MD.0000000000019687

q3 · i? · quant-synthesis · r3

Null findings from the same satisfaction meta-analysis: the ordinary-rating contrast showed "no statistically significant difference between 2 groups (RR = 0.72, 95% CI: 0.47∼1.10, P = .13)", and the poor-rating contrast was likewise non-significant (RR = 0.49, P = .10). Equivalence was not tested.

"the proportion of students evaluating teaching as ordinary demonstrated no statistically significant difference between 2 groups (RR = 0.72, 95% CI: 0.47∼1.10, P = .13)"

Discussion¶

Related Claims¶

• Hybrid PBL+LBL pedagogy yields significantly better clinical skills assessment scores than LBL alone
• PBL+LBL raises satisfactory teaching effect but not general or poor teaching effect ratings
• Hybrid PBL+LBL pedagogy yields significantly higher comprehensive ability scores than LBL alone — related
• Hybrid PBL+LBL pedagogy yields significantly better medical record writing assessment scores than LBL alone — related
• Hybrid PBL+LBL pedagogy yields significantly better clinical theoretical knowledge assessment scores than LBL alone in Chinese medical students — related