Table 2.

The effect of CBL on exam scores, students’ capabilities, and class satisfaction compared to LBL

Study ID (author, publication year)	Sample size (CBL/LBL)	Theoretical exam scores improved		Communication and collaboration skills improved		Problem-solving abilities improved		Clinical practice skills improved		Class satisfaction improved
		CBL	LBL	CBL	LBL	CBL	LBL	CBL	LBL	CBL	LBL
Dupuis, 2008 [19]	395 (144/251)	86.50 ± 10.50	82.00 ± 11.00	N/M	N/M	N/M	N/M	N/M	N/M	*	*
Wang Y, 2010 [20]	58 (30/28)	77.30 ± 9.70	74.40 ± 11.30	27/30	**	28/30	**	30/30	**	29/30	**
Yuan, 2013 [21]	80 (40/40)	93.25 ± 18.67	80.87 ± 20.41	N/M	N/M	N/M	N/M	N/M	N/M	37/40	23/40
Song, 2014 [22]	122 (60/62)	N/M	N/M	49/60	14/62	48/60	17/62	54/60	18/62	*	**
Nian, 2015 [23]	90 (45/45)	N/M	N/M	43/45	24/45	41/45	24/45	44/45	23/45	43/45	20/45
Li, 2016 [24]	45 (25/20)	78.00 ± 14.74	71.86 ± 15.40	20/25	**	24/25	**	N/M	N/M	18/25	**
Meng, 2018 [25]	58 (29/29)	79.45 ± 11.23	76.89 ± 10.24	*	*	N/M	N/M	*	*	N/M	N/M
Wang H, 2018 [26]	100 (50/50)	78.90 ± 10.20	70.20 ± 14.70	N/M	N/M	N/M	N/M	N/M	N/M	N/M	N/M
Yang, 2020 [27]	160 (77/83)	84.02 ± 14.34	72.45 ± 13.23	N/M	N/M	68/77	**	69/77	**	70/77	**
Alsunni, 2020 [28]	171 (94/77)	81.24 ± 4.82	79.00 ± 3.90	N/M	N/M	N/M	N/M	71/88***	**	70/88***	**
Dong, 2021 [29]	60 (30/30)	90.58 ± 3.77	84.26 ± 5.14	N/M	N/M	*	*	N/M	N/M	29/30	22/30

*Instead of reporting the number of students who perceived skill improvements from the teaching method, the research utilized grading scores to demonstrate significant enhancements in skills associated with CBL. **Only the results of CBL group were reported. ***In Alsunni’s study, 94 pharmacy students participated in the CBL program, though only 88 valid questionnaires were included in the final analysis

N/M Not Mentioned