TBL effects on theoretical knowledge and practical skills are larger in interventions lasting more than 4 weeks¶
Claim · All claims
Evidence · 1 study · quant-synthesisr3·q3·i3large
Currency · newest study 2026 · 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 i3 Subgroup analyses by intervention duration showed significantly larger effect sizes for studies lasting more than 4 weeks than for those lasting 4 weeks or less, for both outcomes. → Fu Jie 2026
Evidence¶
Fu Jie 2026¶
Fu Jie, Chen Xiu, Li Jinglun, Peng Lilei. (2026). TBL alone or combined with other teaching methods for neurology education in China: a meta-analysis of randomized controlled trials. BMC Medical Education. https://doi.org/10.1186/s12909-026-09468-1
q3 · i3 · quant-synthesis · r3
Subgroup analysis of theoretical knowledge scores by intervention duration; the subgroup difference was significant (p = 0.01). For practical skills the same ordering held (SMD = 2.12, SMD = 1.36, SMD = 0.60) with p < 0.0001, and heterogeneity was fully resolved in the duration-defined subgroups (both I2 = 0%).
"In the subgroup analysis according to intervention duration (≤ 4 weeks vs. > 4 weeks vs. Not reported), ranked by effect size from largest to smallest, the results were: Not reported (SMD = 1.40, 95% CI: 0.94 to 1.85), > 4 weeks (SMD = 0.55, 95% CI: 0.19 to 0.91) and ≤ 4 weeks (SMD = 0.53, 95% CI: -0.08 to 1.15), and the subgroup difference was statistically significant (p = 0.01)."
Discussion¶
Related Claims¶
- Meta-regression finds intervention methods, duration, and participant type do not explain the heterogeneity in TBL effects — reports the opposite
- TBL alone and TBL combined with other methods both outperform LBL, with no significant difference between the two TBL formats — related
- TBL is associated with higher practical skill scores than LBL in Chinese neurology education (SMD = 1.72) — related
- TBL is associated with higher theoretical knowledge scores than LBL in Chinese neurology education (SMD = 1.16) — related
- Short-duration (<24 weeks) interventions positively impact reading comprehension (SMD = 0.24) — related
- Both Chinese and Western students benefit from TBL, with Western students showing larger score improvements — related
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