ArticleJournal of education and health promotion2021
Problem-based learning as an effective method for teaching theoretical surgery courses to medical students.
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 6 papers, 2 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
6 citing papers in PubMed, 2 syntheses or guidelines pooled it.
- 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
- The effectiveness of problem-based learning compared with lecture-based learning in surgical education: a systematic review and meta-analysis.BMC medical education · 2023Pooled it
- A novel paradigm in cleft lip education: integration of 3D-printed simulator and problem-based learning.BMC medical education · 2025Trial
- Effect of COVID-19 Curriculum Changes on Medical Student Exam Performance: A Case Series.Cureus · 2024Article
- Application of PBL combined with traditional teaching in the Immunochemistry course.BMC medical education · 2023Article
- The effect of modern technology app on the self-regulation skills of students with disabilities.Journal of education and health promotion · 2022Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
10 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundThis study was designed to assess the clinical judgment of medical students in surgery clinical decision-making by a standard examination after lecture-based learning (LBL) or problem-based learning (PBL). MATERIALS AND
methodsA prospective randomized trial study on 175 medical students whom were randomly allocated to three groups was performed during November 2017 and January 2018. LBL group (
resultsThe students in the PBL group scored significantly higher on the posttraining multiple-choice examination, compared to the LBL group (
conclusionWe concluded that PBL remarkably increased the students' scores in the problem-solving examination, as compared to the conventional method. We found no significant differences in PBL facilitated by an attending or an intern.
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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.