Student preference for CBL, PBL or TBL over traditional teaching was reported in 15 of 22 studies (68.1%), but only two studies used a controlled comparison with lecture¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In 15 studies (68.1%) students reported preferring active learning over conventional instruction, but this was derived retrospectively, and only two studies formally compared active learning with traditional lecture using a controlled design. → Mansoor Javeria 2026

Evidence¶

Mansoor Javeria 2026¶

Mansoor Javeria, Abdul Hameed Ameerali, Zaidi Tahani Waqar, Naeem Farhat Ul Ain, Mansoor Faareah, Bilal Muhammad, Kadir M Masood. (2026). Use of case-based, problem-based and team-based learning in public health education – a scoping review. BMJ Open. https://doi.org/10.1136/bmjopen-2025-108317

q2 · i? · review · r2

Review synthesis of preference data across the 22 included studies; the preference finding was retrospective, drawn from rating scales, open-ended items or qualitative methods, with structured student feedback infrequently obtained.

"In 15 studies (68.1%), students reported a preference for CBL, PBL or TBL over conventional instruction; however, this finding was derived retrospectively through quantitative rating scales, open-ended items or qualitative methods"

Discussion¶

Related Claims¶

• Of 22 included studies on active learning in public health education, 11 used PBL only, 6 used TBL, 3 integrated PBL and CBL, and 2 used CBL only — related
• Student satisfaction with CBL, PBL and TBL in public health education was high, reported in 21 of 22 studies (95.4%) — related
• In a randomised trial of 80 first-year postgraduate oncology trainees, CBL produced significantly higher examination scores and satisfaction than traditional lecture-based learning, though confidence intervals crossed the null for examination results — related
• Findings from other postgraduate specialties suggest PBL and CBL improve performance, knowledge and confidence, but overall RCT quality in this field is deemed unsatisfactory — related
• Two controlled studies found significantly higher examination scores and satisfaction in TBL groups compared with traditional lecture-based instruction — related