Fig 1.
PRISMA diagram of study selection result.
From: Moher D, Liberati A, Tetzlaff J, Altman DG, The PRISMA Group (2009). Preferred Reporting Items for Systematic Reviews and Meta- Analyses: The PRISMA Statement PLoS Med 6(7): e1000097. doi: 10.1371/journal.pmed1000097 For more information, visit www.prisma-statement.org.
Table 1.
Baseline characteristics and quality assessment in each article.
Table 2.
The outcome of critical thinking/knowledge.
This table provides pre/post-test results in each group and the authors’ interpretation of their funding.
Table 3.
Problem-solving score analysis of both groups.
Table 4.
Self-directed learning score analysis of both groups.
Fig 2.
The analysis of the critical thinking/knowledge aspects.
Fig 3.
Subgroup analysis of critical thinking/knowledge.
(A) Fixed effect models. (B) Random effect models.
Fig 4.
Evaluation of problem-solving aspect of conventional teaching vs. PBL.
Fig 5.
Self-directed learning evaluation in conventional teaching vs. PBL.