PBL+LBL raises satisfactory teaching effect but not general or poor teaching effect ratings¶

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? Satisfactory teaching effect rates were higher in the PBL+LBL group (RR, 1.32; 95% CI, 1.10–1.59; P = .003). → Jia Xue MM 2018 q3 i0 There was not a statistically significant difference in general teaching effect or poor teaching effect between the two groups. → 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

Meta-analysis of 9 RCTs reporting satisfactory teaching effect (371 and 370 students in the PBL+LBL and LBL groups, respectively), random effects model due to higher heterogeneity (P = .0001, I2 = 75%).

"The meta-analysis of satisfactory teaching effect in the PBL+LBL teaching model found higher rates compared with the LBL teaching model (RR, 1.32; 95% CI, 1.10–1.59; P = .003)."

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

Meta-analysis of 6 RCTs reporting general and poor teaching effect (251 and 251 students per group), fixed effects model because of lower heterogeneity (I2 = 38% and 12%). No statistically significant difference; equivalence was not tested.

"There was not a statistically significant difference in general teaching effect and poor teaching effect between the 2 groups (RR, 0.77; 95% CI, 0.55–1.08; P = .14; RR, 0.52; 95% CI, 0.23–1.51; P = .11; respectively)."

Discussion¶

Related Claims¶

• Students rate teaching as satisfactory more often under PBL+LBL than LBL, with no significant differences for ordinary or poor ratings
• CBL increases teaching satisfaction versus LBL (RR=1.38) — related
• Students report higher satisfaction with PBL-CBL teaching than with LBL in orthopedic education — related