Claims

SP+CBL pedagogy significantly improves clinical practice performance compared with LBL in Chinese clinical education.

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q3 i? SP+CBL significantly improves clinical practice performance compared with LBL (MD 7.62, 95% CI 6.16 to 9.08). → Yu Zizhong 2025

Evidence

Yu Zizhong 2025

Yu Zizhong, Zhao Zhao, Chen Xinyue, Shi Jiayi, Liang Yiting, Zhang Xicheng, Qu Mengjiao, Huang Meiyue, Li Panpan, Li Dan, Li Man, He Jinbo. (2025). Effects of standardised patients (SP) combined with case-based learning (CBL) in Chinese clinical education: a systematic review and meta-analysis. BMJ Open. https://doi.org/10.1136/bmjopen-2024-095705

q3 · i? · quant-synthesis · r2

Meta-analysis of 27 RCTs (n=2403) using a random effects model due to considerable heterogeneity (I2=96.2%). The article reports a mean difference of 7.62 points on a 100-point scale, an unstandardised difference rather than a standardised effect size.

"The meta-analysis revealed that SP combined with CBL led to a notable improvement in clinical practice proficiency (MD 7.62, 95% CI 6.16 to 9.08, p<0.001)"

Discussion

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