Evidence map›Paper›PMID 37626365›Full record

SynthesisBMC medical education2023

Application of case-based learning in psychology teaching: a meta-analysis.

Fanghui Wu, Tao Wang, Danxu Yin, Xiaoxiao Xu, Cancan Jin, Nan Mu, Qingrong Tan

Abstract readSystematic ReviewMeta-Analysis
PubMed Full text at PMC Publisher
In one paragraph

Synthesis in BMC medical education, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 16 papers.

0numbers the graph read from it
0cells of the map it votes in
16citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

16 citing papers in PubMed.

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4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

7 authors.

Fanghui WuDepartment of Basic Psychology, School of Psychology, Army Medical University, Chongqing, China.
Tao WangDepartment of Basic Psychology, School of Psychology, Army Medical University, Chongqing, China. twnwt@tmmu.edu.cn.
Danxu YinDepartment of Basic Psychology, School of Psychology, Army Medical University, Chongqing, China.
Xiaoxiao XuDepartment of Basic Psychology, School of Psychology, Army Medical University, Chongqing, China.
Cancan JinDepartment of Basic Psychology, School of Psychology, Army Medical University, Chongqing, China.
Nan MuDepartment of Basic Psychology, School of Psychology, Army Medical University, Chongqing, China.
Qingrong TanDepartment of Basic Psychology, School of Psychology, Army Medical University, Chongqing, China.

Funding

Chongqing Higher Education Teaching Reform Research Program No.212167the supporting plan of Army Medical University No.410301060177
6 · The paper itself

Abstract

backgroundCase-based learning (CBL) has been found to be effective for many subjects, but there is currently a lack of evidence regarding its utility in psychology education. The present study investigated whether CBL pedagogy can improve students' academic performance in psychology courses compared to the traditional teaching methods.

methodsA systematic review and meta-analysis were conducted to investigate the effectiveness of CBL in psychology teaching. Databases including PubMed, Embase, Web of Science, China National Knowledge Infrastructure (CNKI), the VIP database, and Wanfang data were searched to find eligible randomized controlled trials. Pooled effect estimates were calculated using Hedges' g under the random effects model, and a subgroup analysis was carried to investigate the heterogeneity among studies.

resultsFifteen studies with 2172 participants, 1086 in the CBL group and 1086 in the traditional lecture-based teaching group, were included in the meta-analysis. Students in the CBL group scored significantly higher on exams than those in the lecture-based group [Hedges' g = 0.68, 95%CI (0.49, 0.88), p < 0.00]. Relatively high heterogeneity was noted among the included studies. Publication bias was examined by the funnel plot and Egger's test, but did not significantly influence the stability of the results. A subsequent evaluation using the trim-and-fill method confirmed that no single study was skewing the overall results. A qualitative review of the included studies suggested that most students in the CBL group were satisfied with the CBL teaching mode.

conclusionsThis meta-analysis indicated that the CBL pedagogy could be effective in psychology education, and might help increase students' academic scores, while encouraging a more engaging and cooperative learning environment. At present, the application of CBL in psychology education is in its initial stage. Problems related to the curriculum itself, research methodology, and challenges faced by both teachers and learners have confined its practice. Fully tapping into the strengths of CBL in psychology teaching will require additional work and advancing research.

Indexed as

Academic PerformanceStudentsChinaCurriculumHumansLearningCase-based learningEducationMeta-analysisPsychologyTraditional lecture

Identifiers

PMID37626365
PMCPMC10463867

What OpenQuestion holds

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Registered trials

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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.