In nonrandomized studies of undergraduate (5-year program) students, TBL showed a large positive effect on examination scores with reduced heterogeneity (SMD = 4.39)¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3 · i3 large
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 In the pooled analysis of nonrandomized undergraduate-student studies, TBL significantly increased examination scores (SMD = 4.39, 95% CI: 3.92–4.87) with heterogeneity reduced to I2 = 57.5%. → 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 · r2

Subgroup analysis of 5 nonrandomized studies of undergraduate (5-year program) students. Heterogeneity "was dramatically decreased" (I2 = 57.5%, P = 0.052) and the pooled TBL effect on examination scores was SMD = 4.39.

"we found TBL significantly increased examination scores in random-effects model (SMD = 4.39, 95% CI: 3.92–4.87, I2 = 57.5%, Pheterogeneity = 0.052)"

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 significantly increases medical students' theoretical examination scores compared with LBL in Chinese medical education (pooled SMD = 2.46) — a broader claim this one bears on
• TBL significantly increases students' learning skill compared with LBL (pooled SMD = 2.70) — related