Evidence map›Paper›PMID 29636039›Full record

SynthesisBMC medical education2018

Meta-analysis on the effectiveness of team-based learning on medical education in China.

Minjian Chen, Chunhui Ni, Yanhui Hu, Meilin Wang, Lu Liu, Xiaoming Ji, Haiyan Chu, Wei Wu, Chuncheng Lu, Shouyu Wang and 7 more

Abstract readMeta-Analysis
PubMed Full text at PMC Publisher
In one paragraph

Synthesis in BMC medical education, 2018. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 41 papers, 5 of them syntheses that pooled it.

0numbers the graph read from it
0cells of the map it votes in
41citing papers in PubMed, 5 pooled it
–field-weighted citation impact
1 · What the graph read from 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.

2 · The registry

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.

3 · Its place in the literature

Who cites it

41 citing papers in PubMed, 5 syntheses or guidelines pooled it.

  1. Pooled it
  2. Pooled it
  3. Pooled it
  4. Pooled it
  5. Pooled it
  6. Trial
  7. Trial
  8. Trial
  9. Team-based learning for teaching musculoskeletal ultrasound skills: a prospective randomised trial.European journal of trauma and emergency surgery : official publication of the European Trauma Society · 2021
    Trial
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  13. Review
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  17. Team-based learning versus traditional teaching effect on pharmacy Students' Performance: A systematic review and Meta-Analysis.Saudi pharmaceutical journal : SPJ : the official publication of the Saudi Pharmaceutical Society · 2024
    Article
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4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

17 authors.

Minjian ChenDepartment of Occupational Medicine and Environmental Health, School of Public Health, Nanjing Medical University, No. 101 Longmian Road, Nanjing, 211166, China. minjianchen@njmu.edu.cn.
Chunhui NiExperimental Teaching Center of Preventive Medicine, Nanjing Medical University, Nanjing, 211166, China.
Yanhui HuSafety Assessment and Research Center for Drug, Pesticide and Veterinary Drug of Jiangsu Province, Nanjing Medical University, Nanjing, 211166, China.
Meilin WangDepartment of Occupational Medicine and Environmental Health, School of Public Health, Nanjing Medical University, No. 101 Longmian Road, Nanjing, 211166, China.
Lu LiuDepartment of Student Affairs, School of Public Health, Nanjing Medical University, Nanjing, 211166, China.
Xiaoming JiDepartment of Occupational Medicine and Environmental Health, School of Public Health, Nanjing Medical University, No. 101 Longmian Road, Nanjing, 211166, China.
Haiyan ChuDepartment of Occupational Medicine and Environmental Health, School of Public Health, Nanjing Medical University, No. 101 Longmian Road, Nanjing, 211166, China.
Wei WuDepartment of Toxicology, School of Public Health, Nanjing Medical University, Nanjing, 211166, China.
Chuncheng LuDepartment of Occupational Medicine and Environmental Health, School of Public Health, Nanjing Medical University, No. 101 Longmian Road, Nanjing, 211166, China.
Shouyu WangDepartment of Occupational Medicine and Environmental Health, School of Public Health, Nanjing Medical University, No. 101 Longmian Road, Nanjing, 211166, China.
Shoulin WangDepartment of Occupational Medicine and Environmental Health, School of Public Health, Nanjing Medical University, No. 101 Longmian Road, Nanjing, 211166, China.
Liping ZhaoOffice of School of Public Health, Nanjing Medical University, Nanjing, 211166, China.
Zhong LiDepartment of Nutrition and Food Hygiene, School of Public Health, Nanjing Medical University, Nanjing, 211166, China.
Huijuan ZhuDepartment of Student Affairs, School of Public Health, Nanjing Medical University, Nanjing, 211166, China.
Jianming WangDepartment of Epidemiology, School of Public Health, Nanjing Medical University, Nanjing, 211166, China.
Yankai XiaDepartment of Toxicology, School of Public Health, Nanjing Medical University, Nanjing, 211166, China.
Xinru WangDepartment of Toxicology, School of Public Health, Nanjing Medical University, Nanjing, 211166, China.

Funding

the "12th Five-Year" Educational Research Project (Youth Fund) of Nanjing Medical University JYQ2015131the "13th Five-Year" Educational Research Project (Key Fund) of Nanjing Medical University ZD2017006the Jiangsu Province Key Research Projects in Higher Education 2013JSJG038the Project of Medical Education Research in 2016 of Society of Medical Education and Specialized Committee of Medical Education of China Association of Higher Education 2016B-FF061the Top-notch Academic Programs Project of Jiangsu Higher Education Institutions TAPP, PPZY2015A067
6 · The paper itself

Abstract

backgroundTeam-based learning (TBL) has been adopted as a new medical pedagogical approach in China. However, there are no studies or reviews summarizing the effectiveness of TBL on medical education. This study aims to obtain an overall estimation of the effectiveness of TBL on outcomes of theoretical teaching of medical education in China.

methodsWe retrieved the studies from inception through December, 2015. Chinese National Knowledge Infrastructure, Chinese Biomedical Literature Database, Chinese Wanfang Database, Chinese Scientific Journal Database, PubMed, EMBASE and Cochrane Database were searched. The quality of included studies was assessed by the Newcastle-Ottawa scale. Standardized mean difference (SMD) was applied for the estimation of the pooled effects. Heterogeneity assumption was detected by I

resultsA total of 13 articles including 1545 participants eventually entered into the meta-analysis. The quality scores of these studies ranged from 6 to 10. Altogether, TBL significantly increased students' theoretical examination scores when compared with lecture-based learning (LBL) (SMD = 2.46, 95% CI: 1.53-3.40). Additionally, TBL significantly increased students' learning attitude (SMD = 3.23, 95% CI: 2.27-4.20), and learning skill (SMD = 2.70, 95% CI: 1.33-4.07). The meta-regression results showed that randomization, education classification and gender diversity were the factors that caused heterogeneity.

conclusionsTBL in theoretical teaching of medical education seems to be more effective than LBL in improving the knowledge, attitude and skill of students in China, providing evidence for the implement of TBL in medical education in China. The medical schools should implement TBL with the consideration on the practical teaching situations such as students' education level.

Indexed as

LearningChinaEducational MeasurementEducation, MedicalHumansPeer GroupProblem-Based LearningChinaLBLMedical educationMeta-analysisTBL

Identifiers

PMID29636039
PMCPMC5894173

What OpenQuestion holds

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LicenceCC BY
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Registered trials

None linked

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.