More PBL than LBL students report satisfaction with improved thinking ability (RR = 1.42)¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? A higher proportion of PBL than LBL participants reported improved thinking ability (74.0% vs 56.9%; RR = 1.42, 95% CI 1.19–1.69). → 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 · r2

Meta-analysis of 8 studies involving 1137 students reporting satisfaction with improved thinking ability, random-effects model. The pooled risk ratio favored PBL: "RR = 1.42, 95% CI [1.19, 1.69], P < .0001, I2 = 83%"; no standardized effect size was printed for this outcome.

"Compared with LBL, a higher proportion of participants felt that the PBL method had a greater influence on improving their thinking ability (74.0% in the PBL group vs 56.9% in the LBL group, RR = 1.42, 95% CI [1.19, 1.69], P < .0001, I2 = 83%)."

Discussion¶

Related Claims¶

• Students report higher satisfaction with PBL-CBL teaching than with LBL in orthopedic education — related
• 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
• More PBL than LBL students report satisfaction with improved learning interest (RR = 2.08) — related
• More PBL than LBL students report satisfaction with improved self-study ability (RR = 1.44) — related
• Students in the SCL group report greater satisfaction than those in the LBL group — related
• PBL-CBL outperforms LBL on subjective comprehensive competencies including self-learning, interest, efficiency, clinical thinking, teamwork, and communication — related