ArticleJournal of education and health promotion2021
Collaborative method consisting lecture, problem-based learning and weblog for clinical courses of medical students in comparison with lecture method.
Article in Journal of education and health promotion, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
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
5 citing papers in PubMed, 7 citations in OpenAlex.
- The effectiveness of symptom-oriented mind mapping combined with problem-based learning in critical care clerkships: a randomized controlled trial.Frontiers in public health · 2025Trial
- Perceptions, attitudes, and curriculum reflections: exploring healthcare students' engagement with basic medical sciences in Saudi Arabia.Frontiers in medicine · 2026Article
- Connecting the pieces: Exploring the use of jigsaw puzzles in medical education to teach psychiatric disorders.Journal of education and health promotion · 2025Article
- Comparing the effects of jigsaw and lecture-based education on nurses' attitudes and screening competency toward delirium in the intensive care units: A randomized controlled trial.Journal of education and health promotion · 2025Article
- Mental health differences in medical students based on curriculum and gender.BMC medical education · 2023Article
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 3 institutions in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundLecture is a common teaching method, which is not considered efficient for the development of critical and intellectual acquisition in the students of clinical courses. Although in theory combined methods are known acceptable, in practice, they are not commonly applicable. The present study aimed to compare the combination of problem-based learning (PBL), weblogs, and lectures with lecture alone to achieve an advantageous teaching method for clinical courses. MATERIALS AND
methodsThis quasi-experimental study was conducted on 63 medical students (5
resultsGroup B achieved higher grades in the scientific exams (
conclusionThe training of pensive, creative, and active experts for the future of medicine requires the combination of new collaborative methods with lectures, which are undoubtedly effective learning techniques. According to the results, PBL and weblogs could be invaluable for the improvement of students' knowledge, as well as the relations between tutors and students.
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.