TBL benefits pharmacy students in both 4-year university and 3-year college programs, with a larger pooled effect in colleges¶

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q3 · i3 large
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 TBL was beneficial for university (4-year program) students (SMD = 1.69, 95% CI [1.10, 2.28]) and college (3-year program) students (SMD = 4.37, 95% CI [1.33, 7.40]). → Lang Bingchen 2019

Evidence¶

Lang Bingchen 2019¶

Lang Bingchen, Zhang Lingli, Lin Yunzhu, Han Lu, Zhang Chuan, Liu Yantao. (2019). Team-based learning pedagogy enhances the quality of Chinese pharmacy education: a systematic review and meta-analysis. BMC Medical Education. https://doi.org/10.1186/s12909-019-1724-6

q3 · i3 · quant-synthesis · r3

Subgroup analysis of theoretical test scores by education background, reported in the Results section. Both subgroups favored TBL with p < 0.00001; the college subgroup estimate ("SMD = 4.37") was larger but with a wide confidence interval.

"TBL pedagogy was beneficial to both students who experienced 4-year program education from universities (SMD = 1.69, 95% CI [1.10, 2.28], p < 0.00001) and the ones who received 3-year program education from colleges (SMD = 4.37, 95% CI [1.33, 7.40], p < 0.00001)"

Discussion¶

Related Claims¶

• Among female-only medical college (3-year program) students, TBL significantly increased examination scores with minimal heterogeneity (SMD = 0.47) — related
• TBL improves theoretical test scores in both experiments-oriented and theory-oriented pharmacy courses — related
• TBL pedagogy yields higher objective theoretical test scores than traditional LBL in Chinese pharmacy education — a broader claim this one bears on