The comparison of knowledge score between lecture-based learning and the combination of problem-based (learning) and lecture-based learning among internal medicine students A meta-analysis of randomized controlled trials

OBJECTIVE To assess the knowledge score between lecture-based learning (LBL) alone and the combination of problem-based learning (PBL) and LBL in internal medicine students. METHOD A meta-analysis was conducted by collecting articles in Scopus, PubMed, and Embase. The required information was extracted from each study. The comparison of knowledge score between LBL alone and the combination of PBL and LBL was assessed using the Mantel-Haenszel method. RESULTS A total of eight articles consisting of 510 students using PBL and LBL and 489 students using LBL alone was analyzed. Our study found that the highest knowledge score was observed in the combination of PBL and LBL with the mean difference being 7.00 compared to PBL alone. CONCLUSIONS Our study identified that the combination of PBL and LBL has better efficacy than LBL alone for the teaching method of internal medicine students.