ArticlePeerJ2021
Seminar-case learning model improves clinical teaching: a prospective randomized controlled trial.
Article in PeerJ, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers, 1 of them a synthesis 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
6 citing papers in PubMed, 1 synthesis or guideline pooled it, 5 citations in OpenAlex.
- Comparing the seminar-case learning and lecture-based learning models in medical education: a meta-analysis of randomized controlled trials.BMC medical education · 2025Pooled it
- Effectiveness of seminar-case learning for use in practice teaching of statistics for undergraduates majoring in preventive medicine: a prospective cluster-randomized controlled trial.BMC medical education · 2022Trial
- Effectiveness of integrated interdisciplinary postgraduate workshops with competency-based assessment: A mixed method approach.Journal of family medicine and primary care · 2026Article
- A systematic seminar-based model improves learning and research competence in an immunology graduate course: a quasi-experimental mixed-methods study.Frontiers in medicine · 2026Article
- Curriculum Innovation: Integrating Case-Based Learning With Seminar and Journal Club to Enhance Critical Thinking Skills in Residency Program.Neurology. Education · 2025Article
- Practical exploration of BOPPPS model combined with situational teaching method in clinical training of intensive medicine: novel pedagogy and perception.Frontiers in medicine · 2024Article
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 2 institutions in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
purposeThe purpose of this research was to assess whether the efficacy of the seminar-case learning model is superior to the traditional lecture-based learning model in the gastroenterology curriculum for first-year graduate students. MATERIALS &
methodsThis research was a prospective randomized controlled trial that enrolled 92 first-year postgraduate students with a rotation internship in the gastroenterology department. The students were randomly divided into 2 groups and then subjected to an identical version of the curriculum for 8 weeks. The experimental group (
resultsAll participants completed the examinations and questionnaires. The average theoretical test score of the experimental group was no statistical significance with that of the control group (
conclusionCompared to the traditional method, the seminar-case learning model showed a higher efficacy. The seminar-case learning model effectively improved students' outcomes and satisfaction, which helped students narrow the gap between theoretical knowledge and clinical practical application.
Indexed as
Identifiers
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.