Claims

PBL and LBL show no significant difference in comprehensive scores in surgical education

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q3 i? There is no statistically significant difference between PBL and LBL on comprehensive scores in surgical education (SMD = 0.26, P = 0.421); equivalence was not tested. → Zheng Qi-Ming 2023

Evidence

Zheng Qi-Ming 2023

Zheng Qi-Ming, Li Yuan-Yuan, Yin Qing, Zhang Na, Wang Ye-Peng, Li Guo-Xiang, Sun Zhi-Gang. (2023). The effectiveness of problem-based learning compared with lecture-based learning in surgical education: a systematic review and meta-analysis. BMC Medical Education. https://doi.org/10.1186/s12909-023-04531-7

q3 · i? · quant-synthesis · r2

Meta-analysis of three articles (7 studies) of comprehensive scores, 332 cases (118 PBL, 214 LBL), random-effects model due to heterogeneity (I²=85.8%). The pooled difference was not significant: "SMD = 0.26, 95% CI: -0.37 ~ 0.89, P = 0.421".

"The results showed that there was no significant difference in comprehensive scores between students in PBL group and LBL group (SMD = 0.26, 95% CI: -0.37 ~ 0.89, P = 0.421) (Fig. 3a)."

Discussion

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