Same-teacher subgroups show no heterogeneity while different-teacher subgroups are highly heterogeneous (I2 = 96.4%)¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Subgroups where teachers were the same in PBL and LBL showed no heterogeneity, whereas the different-teacher subgroup showed large heterogeneity (I2 = 96.4%, P < .001). → Xu Wei 2021

Evidence¶

Xu Wei 2021¶

Xu Wei, Ye Tingjie, Wang Xiaoling, Hayashi. Shogo. (2021). The effectiveness of the problem-based learning in medical cell biology education: A systematic meta-analysis. Medicine. https://doi.org/10.1097/MD.0000000000027402

q3 · i? · quant-synthesis · r2

Subgroup analysis by teacher sameness (Table 3): the same-teacher subgroup (4 studies, 441 patients, SMD 0.60, I2 3.00%) and an unknown subgroup (I2 36.0%) were homogeneous, while the different-teacher subgroup (3 studies, 519 patients) had I2 = 96.4%.

"There was a big heterogeneity among the subgroup where the teachers were different in PBL and LBL (I2 = 96.4%, P < .001), whereas the other 2 subgroups had no heterogeneity (Table 3). This finding indicated that the difference of teachers in PBL and LBL contributed to the heterogeneity among 9 studies."

Discussion¶

Related Claims¶

• Pooled PBL-vs-LBL effects show strong heterogeneity (I2 = 89.7%) attributed to different teachers, similar or same examination papers, and student groups over 100 — related
• PBL's examination-score advantage holds across student majors, publication years, and class sizes, but heterogeneity remains high in all subgroups — related