Effects of PBL+LBL differ between practical and theoretical courses for some outcomes¶

Claim · All claims
Evidence · 1 study (2 entries) · quant-synthesis r3 · q3 · i0 negligible
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Differences in knowledge scores, medical writing scores, and comprehensive ability scores between practical and theoretical courses were significant, and satisfactory teaching effects in practical courses were significant. → Jia Xue MM 2018 q3 i0 No significant differences were found in skill scores, general teaching effect, or poor teaching effect between practical and theoretical courses, and no difference was observed in satisfactory teaching effect in theoretical courses. → Jia Xue MM 2018 (2)

Evidence¶

Jia Xue MM 2018¶

Jia Xue MM, Zeng Wen MM, Zhang Qin MM, Tarantino. Giovanni. (2018). Combined administration of problem- and lecture-based learning teaching models in medical education in China: A meta-analysis of randomized controlled trials. Medicine. https://doi.org/10.1097/MD.0000000000011366

q3 · i? · quant-synthesis · r3

Subgroup analysis comparing 10 RCTs on practical courses with 13 RCTs on theoretical courses, reported in Table 2 of the meta-analysis.

"The outcome revealed that the differences in knowledge scores, medical writing scores, and comprehensive ability scores between practical and theoretical courses were significant, and satisfactory teaching effects in practical courses were significant."

Jia Xue MM 2018 (2)¶

Jia Xue MM, Zeng Wen MM, Zhang Qin MM, Tarantino. Giovanni. (2018). Combined administration of problem- and lecture-based learning teaching models in medical education in China: A meta-analysis of randomized controlled trials. Medicine. https://doi.org/10.1097/MD.0000000000011366

q3 · i0 · quant-synthesis · r3

Null subgroup findings from the same practical-versus-theoretical course-type subgroup analysis (Table 2); equivalence was not tested.

"However, no significant differences were found in skill scores, general teaching effect, or poor teaching effect between practical and theoretical courses, and no difference was observed in the satisfactory teaching effect in the theoretical courses."

Discussion¶

Related Claims¶

• PBL+LBL significantly increases skill scores compared with LBL alone
• CBL effects differ between theoretical and practical courses for knowledge, skill and comprehensive ability scores
• Hybrid PBL+LBL pedagogy yields significantly better clinical skills 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
• PBL+LBL significantly increases medical writing scores compared with LBL alone — related