ArticleBMC medical education2023
Online education isn't the best choice: evidence-based medical education in the post-epidemic era-a cross-sectional study.
Article in BMC medical education, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 12 papers.
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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.
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Who cites it
12 citing papers in PubMed.
- In-Person vs. Virtual: A Comparative Study of Teaching Methods in Nutritional Medicine.Nutrients · 2026Article
- Educating healthcare professionals on interprofessional counseling in integrative oncology: development and evaluation protocol of the blended-learning program INSIGHT.Frontiers in medicine · 2026Article
- Effectiveness of a flipped classroom combined with case-based learning in the clinical training of pediatric interns: a randomized controlled study.Frontiers in medicine · 2026Article
- Experiences with online group work among master's students in health sciences: a qualitative study.BMC medical education · 2025Article
- Exploring student perceptions of the Osmosis digital learning platform in undergraduate medical education and its influences on motivation and inclusivity.BMC medical education · 2025Article
- Self-rated benefits and knowledge gain from e-learning: the longitudinal use of an online learning experience at an international medical school.BMC medical education · 2025Article
- Remote online learning reimagined: perceptions and experiences of medical students in a post-pandemic world.BMC medical education · 2025Article
- The perspectives of learners at a public medical school on the evaluation of an online learning management system for degree and non-degree courses.Medical education online · 2024Article
- Satisfaction and learning experience of students using online learning platforms for medical education.BMC medical education · 2024Article
- The productivity paradox in postgraduate medical education: improving asynchronous learning.Canadian medical education journal · 2024Article
- Comparison of blended learning and traditional lecture method on learning outcomes in the evidence-based medicine course: a comparative study.BMC medical education · 2024Article
- Article
Corrections and comments
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Authors and funding
11 authors.
Funding
Abstract
backgroundThe COVID-19 pandemic led many educational institutions to shift to online courses, making blended education a significant trend in teaching. We examined the effectiveness of blended learning in an evidence-based medicine course.
methodsWe compared the examination scores of a blended learning group, an online only group, and a traditional offline group and conducted a questionnaire survey on students' preferences for different learning modes and the reasons for their preferences. A total of 2100 undergraduate students in clinical medicine were included in this cross-sectional study. Examination results were collected, and questionnaires were administered to the study participants. We compared the mean scores and exam pass rates of the three teaching groups using ANOVA and c
resultsThe blended group's exam scores and pass rate were significantly higher than those of the offline and online groups. Furthermore, 71.6% preferred the blended teaching mode. In the survey on " learning effectiveness", the majority of the students believed that blended education could better enhance the initiative of learning, the interest of the course, the pertinence of the learning content, the comprehension of evidence-based medical thinking, and the basic skills of evidence-based practice. Subsequently, in a questionnaire administered to a blended group of students, their foremost reason for liking online instruction was 'flexible in time and space' (99%), followed by 'can be viewed repeatedly, facilitating a better understanding of knowledge points' (98%). Their foremost reason for liking offline teaching was 'helps to create a good learning atmosphere' (97%), followed by 'teachers can control students' learning status in real time' (89%).
conclusionsThis study explored the effectiveness of learning in evidence-based medicine courses by comparing the learning outcomes and personal perceptions of three different teaching modes. This is the first cross-sectional study in which three different teaching models are compared and discussed in an evidence-based medicine course. We also elaborate on the specific instructional protocols for each model. This study shows that using a blended education approach in evidence-based medicine courses can improve students' learning motivation, autonomy, and satisfaction. It also enhances instructional efficiency, thereby improving students' understanding of the course content.
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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.