SynthesisMedicine2020
Comparing hybrid problem-based and lecture learning (PBL + LBL) with LBL pedagogy on clinical curriculum learning for medical students in China: a meta-analysis of randomized controlled trials.
Synthesis in Medicine, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 20 papers, 3 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
20 citing papers in PubMed, 3 syntheses or guidelines pooled it, 53 citations in OpenAlex.
- Critical thinking and clinical skills by problem-based learning educational methods: an umbrella systematic review.BMC medical education · 2025Pooled it
- Which novel teaching strategy is most recommended in medical education? A systematic review and network meta-analysis.BMC medical education · 2024Pooled it
- Effectiveness of problem-based learning methodology in undergraduate medical education: a scoping review.BMC medical education · 2022Pooled it
- Problem-Based Learning-Standardized Preoperative Conversation Improves Neurosurgery Residents' Understanding of Cerebellopontine Angle Tumors.Journal of cancer education : the official journal of the American Association for Cancer Education · 2025Trial
- Application of the BOPPPS-CBL model in emergency chest pain management teaching for resident physicians: a randomized comparison.BMC medical education · 2025Trial
- Comparative effectiveness of various teaching modes, including PBL, CBL, and CTTM in paediatric medical education with combined online and offline approaches.BMC medical education · 2025Trial
- Effects of problem-based learning modules within blended learning courses in medical statistics - A randomized controlled pilot study.PloS one · 2022Trial
- Application Status and Intelligent Development Prospects of Case-Based Learning in Standardized Training for Obstetric Residents: A Narrative Review.Advances in medical education and practice · 2026Review
- Impact of a combined case-based and evidence-based medicine teaching approach in traditional Chinese orthopedic residency training: a single-center, retrospective educational study.Frontiers in medicine · 2026Article
- Effect of Integrated Lecture-, Case-, and Problem-Based Learning on Critical Thinking and Clinical Competence in Gastrointestinal Surgery Trainees: A Randomized Controlled Trial.Gastroenterology research and practice · 2026Article
- Designing and implementing a self-learning game with a problem-solving approach to improve students' personal health and healthy nutrition behavior.BMC research notes · 2025Article
- Unleashing potential: evaluating the effectiveness of the BOPPPS teaching strategy in Chinese urology education.Frontiers in medicine · 2025Article
- Application of AI-empowered scenario-based simulation teaching mode in cardiovascular disease education.BMC medical education · 2024Article
- Application of flipped classroom teaching method based on ADDIE concept in clinical teaching for neurology residents.BMC medical education · 2024Article
- Article
- The PBL teaching method in neurology education in the traditional Chinese medicine undergraduate students: An observational study.Medicine · 2023Observational
- Barriers and Solutions to Successful Problem-Based Learning Delivery in Developing Countries - A Literature Review.Cureus · 2023Review
- Study on effectiveness analysis of multi-media combined with PBL teaching in breast surgery.African health sciences · 2023Article
- A case study: a continuous improvement project of lecturing skills for clinical teachers in Chinese residency standardized training.BMC medical education · 2022Article
- Undergraduates' perceptions of problem-based learning approach to developing skills and attitude at a College of Medicine in the Eastern Province, Saudi Arabia.Journal of family & community medicineArticle
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
5 authors at 4 institutions in 2 countries.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundProblem-based learning (PBL) combined lecture based learning (LBL) has been a trend adopted as a new medical pedagogical approach in Chinese medical teaching. This study aims to evaluate the impacts of hybrid PBL and LBL pedagogy compared with LBL teaching method on the learning achievements of clinical curriculum for Chinese medicine students.
methodsRandomized controlled trials (RCTs) were identified through a systematic literature search of electronic databases and article references up to June 2019. PubMed, EBSCO, Web of Science, Cochrane Library, Wanfang Database, CNKI, and China Biology Medicine database (CBM) were searched. End points included knowledge scores, skill scores, medical writing scores, comprehensive ability scores and teaching satisfaction.
resultsTotally 20 randomized controlled studies were finally included and all Chinese literatures, involving 1817 patients. Compared with traditional LBL pedagogy, hybrid PBL and LBL pedagogy significantly increased the clinical theoretical knowledge assessment score (RR = 4.84, 95% CI: 2.92∼6.76, P < .00001), clinical skills assessment score (RR = 1.60, 95% CI: 1.39∼1.81, P < .00001), comprehensive ability score (RR = 9.13, 95% CI: 8.42∼9.84, P < .00001) and teaching satisfaction (RR = 2.58, 95% CI: 1.84∼3.62, P < .00001), The meta-regression results showed that expertise-level of students and course type were the factors that caused heterogeneity.
conclusionsHybrid PBL and LBL pedagogy integrates the advantages of conventional teaching methods and novel teaching methods, remarkably improves the teaching efficacy, demonstrates easy acceptance by students, and meets the demand of modern medical education, so it is an effective approach to cultivate the medical talents with an ability of innovative thinking and can be advocated and popularized as a teaching means.
Indexed as
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What OpenQuestion holds
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.