Claims

SP+CBL pedagogy significantly improves teaching satisfaction compared with LBL in Chinese clinical education.

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · 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 teaching satisfaction compared with LBL (OR 7.19, 95% CI 3.80 to 13.60). → 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 · r3

Meta-analysis of 8 RCTs (n=543) using a fixed effects model after finding no heterogeneity (I2=0.0%). The article reports an odds ratio of 7.19 for teaching satisfaction, an odds ratio rather than a standardised effect size, so no standardised magnitude is printed.

"The meta-analysis revealed that, compared with traditional teaching, the application of SP within the context of CBL significantly improved students’ and resident physcians’ satisfaction with teaching (OR 7.19, 95% CI 3.80 to 13.60, p<0.001)"

Discussion

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