ArticleBMC medical education2024
Online-to-offline combined with problem-based learning is an effective teaching modality in the standardized residency training of nephrology.
Article in BMC medical education, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
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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.
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Who cites it
5 citing papers in PubMed.
- Shaping an Early Nephrology Fellowship Curriculum: Results from the American Society of Nephrology Fellow Survey.Kidney360 · 2026Article
- Developing a psychosomatic medicine curriculum for general practice residents: a proof-of-concept study using Kern's Six-Step Approach.BMC medical education · 2026Article
- An integrated mini-CEX and OSCE assessment model for optimizing standardized training in department of hepatobiliary surgery.Surgery open science · 2026Article
- Online and on-site teaching in Pedodontology.BMC medical education · 2025Article
- Comparison of Online-to-Offline Teaching Rounds and Bedside Teaching Rounds in Nephrology Residency Training.Advances in medical education and practice · 2025Article
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Authors and funding
6 authors.
Funding
Abstract
backgroundThe online-to-offline (O2O) teaching method is recognized as a new educational model that integrates network learning into offline classroom education, while problem-based learning (PBL) is a teaching modality that guides students to apply acquired theoretical knowledge to solve practical problems. However, implementing O2O combined with PBL has not been extensively explored in nephrology residency training. This study aims to explore the efficacy of O2O combined with PBL in the standardized residency training of nephrology by comparing it with the traditional lecture-based teaching (LBT).
methodsSixty residency trainees who participated in the standardized training of internal medicine in the nephrology department of the Second Affiliated Hospital of Zhejiang University School of Medicine were equally allocated into O2O combined with PBL (O2O/PBL) or the LBT group demographically matched. Examinations of theory, practice skills, clinical thinking and teaching satisfaction surveys were utilized to assess the teaching effects of the two groups.
resultsParticipants from the O2O/PBL group outperformed those from the LBT group in the examination of theory (81.233 ± 9.156 vs. 75.800 ± 7.009, mean ± SEM), practice skills (104.433 ± 3.569 vs.100.316 ± 4.628, mean ± SEM) and clinical thinking (88.933 ± 4.473 vs. 86.667 ± 3.844, mean ± SEM). There was no significant difference in the teaching satisfaction between the two groups.
conclusionThe current study shows the positive impact of O2O combined with PBL approach on standardized residency training in nephrology without reducing teaching satisfaction.
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