TBL improves theoretical test scores in both experiments-oriented and theory-oriented pharmacy courses¶

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 applied well in experiments-oriented courses (SMD = 2.14, 95% CI [0.86, 3.43]) and theory-oriented courses (SMD = 2.77, 95% CI [1.41, 4.14]). → 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 curriculum type (experiments-oriented versus theory-oriented courses), reported in the Results section; both subgroups favored TBL with p < 0.00001, e.g. "SMD = 2.77, 95% CI [1.41, 4.14]" for theory-oriented courses.

"TBL pedagogy also applied well in experiments-oriented courses (SMD = 2.14, 95% CI [0.86, 3.43], p < 0.00001) and theory-oriented courses (SMD = 2.77, 95% CI [1.41, 4.14], p < 0.00001)."

Discussion¶

Related Claims¶

• Exploratory subgroup analysis suggests larger effects in practice courses than theory courses, driven by only 2 practice-oriented studies — related
• TBL pedagogy yields higher objective theoretical test scores than traditional LBL in Chinese pharmacy education — a broader claim this one bears on
• TBL benefits pharmacy students in both 4-year university and 3-year college programs, with a larger pooled effect in colleges — related