Questionnaire surveys favor PBL over LBL for theoretical knowledge mastery, clinical diagnostic thinking, teamwork, problem solving, document consultation, learning interest, and learning efficiency¶

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q3
Currency · newest study 2022 · checked against its sources 2026-11-01 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i? Pooled odds ratios from resident questionnaires significantly favor PBL-based strategies on seven self-reported outcomes, with the largest for teamwork ability (OR = 2.35). → Li Tingting 2022

Evidence¶

Li Tingting 2022¶

Li Tingting, Wang Weidong, Li Zhijie, Wang Hongmiao, Liu Xiaodan. (2022). Problem-based or lecture-based learning, old topic in the new field: a meta-analysis on the effects of PBL teaching method in Chinese standardized residency training. BMC Medical Education. https://doi.org/10.1186/s12909-022-03254-5

q3 · i? · quant-synthesis · r3

Meta-analysis of questionnaire surveys (yes/no items, pooled as odds ratios) from 37 studies; Table 3 reports e.g. teamwork ability OR = 2.35 (95% CI 1.65–3.34, 14 studies), learning interest OR = 1.49 (21 studies), clinical diagnostic thinking OR = 1.42 (11 studies).

"the intervention group is superior to the LBL group with respect to theoretical knowledge mastery, clinical diagnostic thinking, teamwork ability, ability to analyze and solve problems, ability to consult documents, learning interest, satisfaction with teaching, and learning efficiency, with a statistically significant difference"

Discussion¶

Learner Variables¶

• Collaboration — outcome: instruction changes it

Related Claims¶

• Residents report greater satisfaction with PBL-based teaching than with LBL in Chinese standardized residency training — related
• PBL teaching improves problem-solving, independent learning, teamwork, communication and clinical reasoning abilities more than traditional teaching in orthopaedics education — related
• PBL-based teaching shows no significant advantage over LBL for self-directed learning, communication ability, or hands-on ability in Chinese standardized residency training — related
• PBL-CBL outperforms LBL on subjective comprehensive competencies including self-learning, interest, efficiency, clinical thinking, teamwork, and communication — related
• Blended BOPPPS teaching is associated with favorable subjective outcomes including autonomous learning, teamwork, and problem-solving ability — related
• More PBL than LBL students report satisfaction with improved self-study ability (RR = 1.44) — a narrower finding that bears on this claim
• In Chinese neurology education, TBL alone or combined with other methods is associated with improved self-study ability, communication skills, and teamwork ability versus LBL — related
• More PBL than LBL students report satisfaction with improved learning interest (RR = 2.08) — a narrower finding that bears on this claim
• PBL significantly improves clinical skill scores compared with lecture-based learning in medical education — related
• More PBL than LBL students report satisfaction with improved thinking ability (RR = 1.42) — a narrower finding that bears on this claim
• More PBL than LBL students report satisfaction with improved comprehension of knowledge (RR = 1.84) — a narrower finding that bears on this claim