SynthesisBMC medical education2016
Effectiveness of problem-based learning in Chinese pharmacy education: a meta-analysis.
Synthesis in BMC medical education, 2016. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 23 papers, 8 of them syntheses that pooled it.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
23 citing papers in PubMed, 8 syntheses or guidelines pooled it.
- Critical thinking and clinical skills by problem-based learning educational methods: an umbrella systematic review.BMC medical education · 2025Pooled it
- Pooled it
- Pooled it
- Flipped classroom improves student learning outcome in Chinese pharmacy education: A systematic review and meta-analysis.Frontiers in pharmacology · 2022Pooled it
- Pooled it
- Team-based learning pedagogy enhances the quality of Chinese pharmacy education: a systematic review and meta-analysis.BMC medical education · 2019Pooled it
- Effects of problem-based learning in Chinese radiology education: A systematic review and meta-analysis.Medicine · 2018Pooled it
- Assessing the effectiveness of problem-based learning in physical diagnostics education in China: a meta-analysis.Scientific reports · 2016Pooled it
- Trial
- Students' competencies in Problem-Based Learning influence evaluation of tutors.Frontiers in psychology · 2026Article
- Integration of PBL-Informed Medical Cases into First-Year Chemistry Laboratories in a Traditional Medical Curriculum: Perceived Educational Outcomes from NLP-Based Sentiment Analysis.Advances in medical education and practice · 2026Article
- Learning strategies, study behaviors, and academic performance among medical students in Jordan: A cross-sectional study.PloS one · 2026Article
- Problem-based learning in traditional Chinese medicine education: current applications and future directions.Frontiers in medicine · 2026Review
- Article
- Comparative Study of Problem-Based Learning and Traditional Teaching Methods on Medical Students' Outcomes in Pediatrics Clerkships.Advances in medical education and practice · 2025Article
- Development of a self-assessment tool to evaluate the readiness of pharmacy departments for internship training in China: a two-phase study.BMC medical education · 2024Article
- The effectiveness of problem-based learning and case-based learning teaching methods in clinical practical teaching in TACE treatment for hepatocellular carcinoma in China: a bayesian network meta-analysis.BMC medical education · 2024Article
- Development and Implementation of Workshops to Optimize the Delivery of Vaccination Services in Community Pharmacies: Thinking beyond COVID-19.Pharmacy (Basel, Switzerland) · 2023Article
- Exploring the experiences and expectations of pharmacist interns in large general hospitals in China: from the perspective of interns.BMC medical education · 2022Article
- Assessment of Radiological Sciences Students' and Interns' Long-Term Retention of Theoretical and Practical Knowledge: A Longitudinal Panel Study.Advances in medical education and practice · 2021Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
7 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundThis review provides a critical overview of problem-based learning (PBL) practices in Chinese pharmacy education. PBL has yet to be widely applied in pharmaceutical education in China. The results of those studies that have been conducted are published in Chinese and thus may not be easily accessible to international researchers. Therefore, this meta-analysis was carried out to review the effectiveness of PBL.
methodsDatabases were searched for studies in accordance with the inclusion criteria. Two reviewers independently performed the study identification and data extraction. A meta-analysis was conducted using Revman 5.3 software.
resultsSixteen randomized controlled trials were included. The meta-analysis revealed that PBL had a positive association with higher theoretical scores (SMD = 1.17, 95% CI [0.77, 11.57], P < 0.00001). The questionnaire results show that PBL methods are superior to conventional teaching methods in improving students' learning interest, independent analysis skills, scope of knowledge, self-study, team spirit, and oral expression.
conclusionsThis meta-analysis indicates that PBL pedagogy is superior to traditional lecture-based teaching in Chinese pharmacy education. PBL methods could be an optional, supplementary method of pharmaceutical teaching in China. However, Chinese pharmacy colleges and universities should revise PBL curricula according to their own needs, which would maximize the effectiveness of PBL.
Indexed as
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.