PBL students experience less learning time and higher learning pressure than traditional-teaching students in orthopaedics education¶

Claim · All claims
Evidence · 1 study (2 entries) · quant-synthesis r2–r3 · q3 · i3 large
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 Across 4 RCTs, there was less learning time in PBL teaching than in traditional teaching (OR=0.12). → Li Ting 2024 q3 i3 Across 4 RCTs, learning pressure was higher in the PBL teaching group than in the traditional teaching group (OR=5.95). → Li Ting 2024 (2)

Evidence¶

Li Ting 2024¶

Li Ting, Song Ruohong, Zhong Wenjie, Liao Wenao, Hu Jiang, Liu Xilin, Wang Fei. (2024). Use of problem-based learning in orthopaedics education: a systematic review and meta-analysis of randomized controlled trials. BMC Medical Education. https://doi.org/10.1186/s12909-024-05244-1

q3 · i3 · quant-synthesis · r2

Meta-analysis of 4 RCTs (N=200), fixed effects model, no heterogeneity (I2 =0%). Pooled odds ratio OR=0.12 (95% CI: 0.06~0.024 as printed, P<0.00001), indicating less learning time in PBL.

"A total of 4 [19, 26, 31, 59] studies (N=200) reported learning time. There was no significant heterogeneity (P=0.64, I2 =0%); therefore, a fixed effects model was used. We found that there was less learning time in PBL teaching than in traditional teaching (OR=0.12, 95% CI: 0.06~0.024, P<0.00001; Fig. 10)."

Li Ting 2024 (2)¶

Li Ting, Song Ruohong, Zhong Wenjie, Liao Wenao, Hu Jiang, Liu Xilin, Wang Fei. (2024). Use of problem-based learning in orthopaedics education: a systematic review and meta-analysis of randomized controlled trials. BMC Medical Education. https://doi.org/10.1186/s12909-024-05244-1

q3 · i3 · quant-synthesis · r3

Meta-analysis of 4 RCTs (N=200), fixed effects model, low heterogeneity (I2 =18%). Pooled odds ratio OR=5.95 (95% CI: 3.16~11.23, P<0.00001), a large effect indicating higher learning pressure in PBL.

"A total of 4 [19, 26, 31, 59] studies (N=200) also reported learning pressure. There was no significant heterogeneity (P=0.30, I2 =18%); therefore, a fixed effects model was used. We found that learning pressure was higher in the PBL teaching group than in the traditional teaching group (OR=5.95, 95% CI: 3.16~11.23, P<0.00001; Fig. 11)."

Discussion¶

Related Claims¶

• PBL teaching yields higher knowledge scores than traditional teaching in orthopaedics education — related
• PBL teaching yields higher procedural skill and clinical skill scores than traditional teaching in orthopaedics education — related
• PBL teaching yields higher total scores than traditional teaching in orthopaedics education — related
• Students report higher teaching interest and satisfaction in PBL than in traditional teaching in orthopaedics education — related
• PBL is not superior to traditional teaching for grasping knowledge points and memory ability, but is superior for literature retrieval, expression, learning motivation, thinking and imaging reading in orthopaedics education — related