PBL and LBL show no significant difference in theoretical knowledge 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¶

q3 i? There is no statistically significant difference between PBL and LBL on surgical theoretical knowledge (SMD = -0.19, P = 0.482); 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 five articles (6 studies) of theoretical knowledge, 870 cases (418 PBL, 452 LBL), random-effects model due to heterogeneity (I²=92.8%). The pooled difference was not significant: "SMD=-0.19, 95% CI: −0.71 ~ 0.33, P = 0.482".

"The results showed that there was no significant difference in surgical theoretical knowledge between students in PBL group and LBL group (SMD=-0.19, 95% CI: −0.71 ~ 0.33, P = 0.482) (Fig. 3b)."

Discussion¶

Related Claims¶

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