PBL is not statistically superior to conventional teaching for problem-solving in first-year students (p = 0.47), with the pooled effect tending toward conventional teaching¶

Claim · All claims
Evidence · 1 study · quant-synthesis r1 · q3
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? In two pooled studies with considerable heterogeneity (I2 = 86%), the overall random-effects result for problem-solving leaned toward conventional teaching but was not statistically significant. → Manuaba Ida Bagus Amertha Putra 2022

Evidence¶

Manuaba Ida Bagus Amertha Putra 2022¶

Manuaba Ida Bagus Amertha Putra, No Yi, Wu Chien-Chih. (2022). The effectiveness of problem based learning in improving critical thinking, problem-solving and self-directed learning in first-year medical students: A meta-analysis. PLOS ONE. https://doi.org/10.1371/journal.pone.0277339

q3 · i? · quant-synthesis · r1

Meta-analysis of two studies of the problem-solving aspect between PBL and conventional learning methods, analyzed with random effects; heterogeneity was I2 = 86% (considerable). The pooled result was "more toward the conventional teaching" but not statistically significant.

"It is more toward the conventional teaching for enhancing problem-solving skills, but it was not statistically significant (Fig 4)."

Discussion¶

Related Claims¶

• PBL shows no statistically significant advantage over conventional learning for critical thinking/knowledge in first-year medical students (p = 0.29) — related
• PBL shows no statistically significant advantage for self-directed learning in first-year students (p = 0.34), with the pooled fixed-effect estimate inclined toward the conventional method — related
• PBL has a large and positive effect (ES = .871) on secondary students’ achievement in science compared with conventional teaching — related
• Problem-based learning shows a large positive pooled effect on academic achievement (REM ES = 1.560), with heterogeneous study effects — related
• The overall effect of PBL in the tutor-background meta-analysis is modest (g = 0.27) with large, statistically significant heterogeneity — related
• PBL teaching improves problem-solving, independent learning, teamwork, communication and clinical reasoning abilities more than traditional teaching in orthopaedics education — reports the opposite
• PBL shows significant advantages in critical thinking compared with traditional education or team-based learning in nursing and clinical student populations — related
• Problem-based learning shows null or negative effects on basic knowledge acquisition but positive effects on conceptual understanding and transfer relative to direct instruction — related