Evidence map›Paper›PMID 41053695›Full record

SynthesisBMC medical education2025

Efficacy of problem-based learning combined with case-based learning versus lecture-based learning in orthopedic education: a systematic review and meta-analysis.

Xianghua Xiong, Jiongnan Xu, Mingyan Luo, Dongsheng Niu, Qing Bi, Zhaofu Wang, Jun Zhang

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

Synthesis in BMC medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 8 papers.

0numbers the graph read from it
0cells of the map it votes in
8citing 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

8 citing papers in PubMed.

  1. Trial
  2. Trial
  3. Article
  4. Review
  5. Article
  6. Article
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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.

Xianghua XiongZunyi Medical University, Zunyi, 563000, Guizhou, China.
Jiongnan XuZhejiang Chinese Medical University, Hangzhou, 310000, Zhejiang, China.
Mingyan LuoZunyi Medical University, Zunyi, 563000, Guizhou, China.
Dongsheng NiuPeople's Hospital of Ningxia Hui Autonomous Region, Yinchuan, 750021, Ningxia, China.
Qing BiCenter for Rehabilitation Medicine, Department of Orthopedics, Zhejiang Provincial People's Hospital, Hangzhou Medical College, Hangzhou, 310000, Zhejiang, China. biqing@hmc.edu.cn.
Zhaofu WangLanzhou University, Lanzhou,, 730000, Gansu, China. zhaofu23@163.com.
Jun ZhangZhejiang Provincial People's Hospital Bijie Hospital, Bijie, 551700, Guizhou, China. spinezhangjun@aliyun.com.

Funding

Bijie Science and Technology Bureau BKH [2023] No. 55Guizhou Provincial Administration of Traditional Chinese Medicine QZYY-2024-109Guizhou Provincial Office of Science and Technology Qiankehe Foundation-[2024] Youth 385Hangzhou Medical College KYYB2023008Health Commission of Guizhou Province gzwkj2024-159Key Research and Development Program of Ningxia Hui Autonomous Region 2019BFG02012National Natural Science Foundation of China 82460423Zhejiang Administration of Traditional Chinese Medicine GZY-ZJ-KJ-23057
6 · The paper itself

Abstract

objectiveTo systematically evaluate the effectiveness of the Problem-based learning (PBL) combined with Case-based learning (CBL) teaching method compared with the Lecture-based learning (LBL) method in orthopedic education and provide evidence for optimizing orthopedic teaching methods.

methodsLiterature was systematically searched in Chinese and English databases and screened using strict inclusion/exclusion criteria. The Cochrane Risk of Bias Tool was used to assess the methodological quality of the literature. Meta-analyses were performed with RevMan 5.3 and Stata 16 software. We compared the application effects of the PBL-CBL teaching method versus the LBL teaching method in orthopedic education across multiple dimensions: theoretical knowledge mastery, practical skill proficiency, comprehensive competency development, and satisfaction with teaching methods.

results(1) 15 studies involving 980 participants were included. (2) Meta-analysis showed significant superiority of PBL-CBL over LBL in: ①Objective outcomes: theoretical knowledge (SMD = 1.46, P < 0.0001), practical skills (SMD = 1.53, P < 0.0001), physical examination (SMD = 1.64, P < 0.0001), case analysis (SMD = 1.30, P < 0.0001), and plaster immobilization (SMD = 2.42, P < 0.0001); ② Subjective outcomes: debridement proficiency (RR = 1.44, P = 0.001), aseptic awareness (SMD = 1.58, P = 0.003), and other comprehensive competencies (self-learning, learning interest, learning efficiency, clinical thinking, team collaboration, etc., P < 0.001 for all). Satisfaction with the teaching method was also significantly higher (RR = 1.34, P < 0.0001). (3) Heterogeneity was observed in the study (I

conclusionMeta-analysis demonstrates that, in orthopedic education, the PBL-CBL teaching method offers significant advantages over LBL in enhancing students' theoretical knowledge, clinical skills, and comprehensive abilities. It also stimulates learning interest, improves teaching satisfaction, and facilitates the cultivation of orthopedic clinical talent. However, its generalizability requires further verification through research in different countries.

Indexed as

OrthopedicsProblem-Based LearningClinical CompetenceHumansTeachingCase-based learningLecture-based learningMeta-analysisOrthopedic educationProblem-based learningTeaching efficacy

Identifiers

PMID41053695
PMCPMC12502553

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.