ArticleBMC medical education2019
Comparison of the effectiveness of lectures based on problems and traditional lectures in physiology teaching in Sudan.
Article in BMC medical education, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. It is linked to trial NCT05711251 (The Effect of the 10-week "Physical Activity in Health Promotion" Course on the Physical Activity Habits of University Students.), which is not on this map. Cited by 55 papers, 1 of them a synthesis that pooled it.
What it found
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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.
The Effect of the 10-week "Physical Activity in Health Promotion" Course on the Physical Activity Habits of University Students.
Who cites it
55 citing papers in PubMed, 1 synthesis or guideline pooled it, 144 citations in OpenAlex.
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- Improving medical student recruitment into neurosurgery through teaching reform.BMC medical education · 2022Trial
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- Teaching Attitude, Ethics and Communication Through the Use of An Online Escape Room for First-Year Medical Students.Advances in medical education and practice · 2026Article
- From Text to Test: Pre-Lecture Reading Boosts Medical Students' Comprehension and Retention.Saudi medical journal · 2026Article
- Near-peer versus faculty member teaching in endocrine physiology: Medical students' academic achievement and satisfaction.Journal of education and health promotion · 2026Article
- Development and evaluation of a case-based learning program integrated with the BOPPPS model in neurosurgical residency training: a prospective controlled educational study.Frontiers in medicine · 2026Article
- Parental education level and medical student engagement: a multi-center cross-sectional study.BMC psychology · 2025Article
- Open-Access Web-Based Gamification in Pharmacology Education for Medical Students: Quasi-Experimental Study.JMIR medical education · 2025Article
- Teaching medical terminology: comparing the effectiveness of lecture-based and corpus-assisted methods.BMC research notes · 2025Article
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- Educational outcomes of emerging teaching methods in undergraduate nursing education: a systematic review and meta-analysis protocol.BMJ open · 2025Article
- Effectiveness of an Interactive Web-Based Clinical Practice Monitoring System on Enhancing Motivation in Clinical Learning Among Undergraduate Nursing Students: Longitudinal Quasi-Experimental Study in Tanzania.JMIR medical education · 2025Article
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- Active Versus Passive Learning in Large-Group Sessions in Medical School: A Randomized Cross-Over Trial Investigating Effects on Learning and the Feeling of Learning.Medical science educator · 2025Article
- Comparison of the conceive-design-implement-operate model and lecture-based learning in teaching the "healthcare-associated infections" course.Frontiers in medicine · 2025Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors at 2 institutions in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundLectures are one of the most common teaching methods in medical education. Didactic lectures were perceived by the students as the least effective method. Teaching methods that encourage self-directed learning can be effective in delivering core knowledge leading to increased learning. Problem based learning has been introduced as an active way of learning but it has some obstacles in developing countries where the intake is huge with minimum resources. This study introduces a new teaching approach: lectures based on problems (LBP) and evaluates their effectiveness compared to traditional lectures (TL) in physiology teaching.
methodsLBP and TL were applied in physiology teaching of medical students at University of Science and Technology during their study of introduction to physiology and respiratory physiology courses. Equal number of lectures was given as LBP and as TL in each course. Students were given quizzes at the end of each course which were used to compare the effectiveness of the two types of lectures. A questionnaire was used to assess students' satisfaction about LBP and the perceived effects of the two methods on the students' attitude and practice towards learning physiology.
resultsIn LBP the students have better attention (P = 0.002) and more active role (P = 0.003) than in TL. Higher percentage of students think that LBP stimulated them to use references more (P = 0.00006) and to use the lecture time more effectively (P = 0.0001) compared to TL. However, there was no significant difference between LBP and TL in the awareness of the learning objectives. About 64% of students think that LBP is more enjoyable and it improved their understanding of physiology concepts. Comparison of the students' quiz marks showed that the means of the students' marks in the introduction to physiology and respiratory courses were higher in the quizzes of LBP than in TL with a significant difference between them ((P = .000), (P = .006) respectively.
conclusionsLBP improved students' understanding of physiology concepts and increased students' satisfaction about physiology learning. LBP achieved some of the objectives of PBL with the minimum resources and it can be used to improve the effectiveness of the lectures.
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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.