Efficacy of Problem-based Learning Combined with Case-based Learning Versus Lecture-based Learning in Orthopedic Education: A Systematic Review and Meta-analysis

BMC Medical Education (10/06/25) Xiong, Xianghua; Xu, Jiongnan; Luo, Mingyan; et al.

A meta-analysis evaluated the effectiveness of combining problem-based learning (PBL) and case-based learning (CBL) compared with traditional lecture-based learning (LBL) in orthopedic education. Analyzing 15 studies with 980 participants, researchers found that the PBL-CBL approach significantly outperformed LBL across multiple dimensions, including theoretical knowledge, practical skills, physical examination, case analysis, and plaster immobilization. It also improved subjective outcomes such as debridement proficiency, aseptic awareness, self-learning, clinical thinking, and team collaboration, while increasing overall satisfaction with teaching methods. Despite observed heterogeneity due to variations in teaching duration and case design, sensitivity analysis confirmed the strength of the findings. The findings highlight the benefits of PBL-CBL as a teaching strategy for orthopedic education, although further international research is needed to confirm its broader applicability.

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