TBL significantly increases medical students' theoretical examination scores compared with LBL in Chinese medical education (pooled SMD = 2.46)¶

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q3 · i3 large
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 Across 13 studies including 1545 participants, TBL significantly increased students' theoretical examination scores when compared with lecture-based learning (SMD = 2.46, 95% CI: 1.53–3.40). → Chen Minjian 2018

Evidence¶

Chen Minjian 2018¶

Chen Minjian, Ni Chunhui, Hu Yanhui, Wang Meilin, Liu Lu, Ji Xiaoming, Chu Haiyan, Wu Wei, Lu Chuncheng, Wang Shouyu, Wang Shoulin, Zhao Liping, Li Zhong, Zhu Huijuan, Wang Jianming, Xia Yankai, Wang Xinru. (2018). Meta-analysis on the effectiveness of team-based learning on medical education in China. BMC Medical Education. https://doi.org/10.1186/s12909-018-1179-1

q3 · i3 · quant-synthesis · r3

Meta-analysis pooling theoretical examination scores from 13 studies (1545 participants) comparing TBL with LBL in Chinese medical education, using a random-effects model. The pooled estimate was "SMD = 2.46, 95% CI: 1.53–3.40" with very high heterogeneity (I2 = 98.0%).

"We found that TBL significantly increased students’ examination scores when compared with LBL in random-effects model (SMD = 2.46, 95% CI: 1.53–3.40, I2 = 98.0%, Pheterogeneity < 0.001)"

Discussion¶

Related Claims¶

• Among female-only medical college (3-year program) students, TBL significantly increased examination scores with minimal heterogeneity (SMD = 0.47) — a narrower finding that bears on this claim
• TBL significantly increases students' learning skill compared with LBL (pooled SMD = 2.70) — related
• TBL students achieve significantly higher post-test final scores than LBL students in medical education — possibly the same claim (merge candidate)
• TBL produces significantly higher theoretical test scores than PBL in medical education (SMD = 0.37) — related
• In nonrandomized studies of undergraduate (5-year program) students, TBL showed a large positive effect on examination scores with reduced heterogeneity (SMD = 4.39) — a narrower finding that bears on this claim
• PBL yields higher course examination scores than LBL in introductory Chinese undergraduate medical courses — related