Last update:
   24-Jan-2024
 

Arch Hellen Med, 41(1), January-February 2024, 99-104

ORIGINAL PAPER

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

J.K. Fajar,1 S. Soenarti2
1Department of Internal Medicine, Brawijaya Internal Medicine Research Center, Faculty of Medicine, Universitas Brawijaya, Malang
2Department of Internal Medicine, Division of Geriatric Medicine, Faculty of Medicine, Universitas Brawijaya, Malang, Indonesia

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.

Key words: Internal medicine, Knowledge score, Lecture-based learning, Problem-based learning, Teaching method.

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