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. 2019 Jan 11;98(2):e14052. doi: 10.1097/MD.0000000000014052

Figure 6.

Figure 6

Analyses conducted by random effects model. Interstudy heterogeneity was tested by the Cochran Q statistic (χ2) at a significance level of P < .1. The meta-analysis of the theoretical knowledge scores found that the problem-based learning (PBL) teaching model significantly increased theoretical knowledge scores compared to those of the lecture-based learning (LBL) teaching model.