More PBL than LBL students report satisfaction with improved learning interest (RR = 2.08)¶

Claim · All claims
Evidence · 1 study · quant-synthesis r1 · q3
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? A larger percentage of PBL than LBL students reported improved learning interest (76.0% vs 41.4%; RR = 2.08, 95% CI 1.17–3.71). → Yang X 2024

Evidence¶

Yang X 2024¶

Yang X, Yang Z, Ma S, Yan M, Yang Y. (2024). Evaluation of problem-based learning for pharmacology based on a comprehensive analysis in undergraduate students. Medicine. https://doi.org/10.1097/MD.0000000000039376

q3 · i? · quant-synthesis · r1

Meta-analysis of 5 studies involving 748 students reporting satisfaction with improved learning interest, pooled with a random-effects model. The pooled risk ratio favored PBL: "RR = 2.08, 95% CI [1.17, 3.71], P = .01, I2 = 97%"; no standardized effect size was printed for this outcome.

"Compared with LBL, a larger percentage of participants thought that the PBL method had a greater influence on improving learning interest (76.0% in the PBL group vs 41.4% in the LBL group, RR = 2.08, 95% CI [1.17, 3.71], P = .01, I2 = 97%)."

Discussion¶

Related Claims¶

• PBL students reported significantly higher satisfaction and interest in the course than LBL students — a broader claim this one bears on
• More PBL than LBL students report satisfaction with improved communication skills (RR = 1.66) — related
• More PBL than LBL students report satisfaction with improved comprehension of knowledge (RR = 1.84) — related
• PBL-CBL outperforms LBL on subjective comprehensive competencies including self-learning, interest, efficiency, clinical thinking, teamwork, and communication — a broader claim this one bears on
• More PBL than LBL students report satisfaction with improved thinking ability (RR = 1.42) — related
• More PBL than LBL students report satisfaction with improved self-study ability (RR = 1.44) — related
• Students report higher satisfaction with PBL-CBL teaching than with LBL in orthopedic education — related
• PBL teaching improves problem-solving, independent learning, teamwork, communication and clinical reasoning abilities more than traditional teaching in orthopaedics education — related
• Student satisfaction does not differ between PBL and LBL (pooled RR 1.18, CI crossing 1) — related
• Questionnaire surveys favor PBL over LBL for theoretical knowledge mastery, clinical diagnostic thinking, teamwork, problem solving, document consultation, learning interest, and learning efficiency — a broader claim this one bears on