Trial reportPeerJ2024
Application of combined teaching method of case-based-learning and clinical pathway in practical gynecological teaching.
Trial report in PeerJ, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 10 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
10 citing papers in PubMed.
- Trial
- Perceived impact of advanced clinical skill Building program for women's health: a retrospective review of a public-private partnership model.BMC medical education · 2026Article
- Evaluating Student Engagement and Effectiveness of the Scenario-Case Discussion Learning Model in Medical Microbiology Education.Advances in medical education and practice · 2026Article
- Digital clinical teaching of cardiovascular surgery supported by precision imaging and 3D printing technology: a randomized parallel-controlled trial.Cardiovascular diagnosis and therapy · 2025Article
- Article
- Effectiveness of multiple teaching methods in standardized training of internal medicine residents in China: a network meta-analysis.BMC medical education · 2025Article
- Application and evaluation of case-based multimodal imaging in the ocular fundus disease teaching of postgraduate students.BMC medical education · 2025Article
- Application of Clinical Pathway and Case-Based Learning in Residency Training of Pediatric Cardiology.Advances in medical education and practice · 2025Article
- Problem-Based Learning and Case-Based Learning in Clinical Practical Teaching for Gynecology Residents: A Narrative Review.Advances in medical education and practice · 2025Review
- Integrating Standardized Patient into Case-Based Learning in Posterior Fossa Meningioma Teaching: Evaluating the Added Value Beyond Case-Based Learning Alone.Advances in medical education and practice · 2025Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
4 authors.
Funding
Abstract
Background: To train highly qualified medical talent in 5-year programs and improve students' analytical and problem-solving abilities, it is necessary to change the traditional teaching method. This study introduces the combined teaching method of case-based learning (CBL) and clinical pathway and evaluates its role in practical gynecological teaching. Methods: Medical students in a 5-year program who were enrolled in the fourth year were selected as the research subjects; these students were randomized into two groups that separately received either the traditional teaching method or the combined teaching method of CBL and clinical pathway. Before the internship, a questionnaire was administered to explore students' views of internship in gynecology, and after the internship, the questionnaire was administered to assess the two teaching methods. Furthermore, theoretical and skill tests were performed both before and after the internship. Results: A total of 206 medical students in a 5-year program who were in their fourth year were enrolled in the study. Students in the experimental group performed significantly better than those in the control group. They performed significantly better in the postinternship test than in the preinternship test ( Discussion: Compared to traditional teaching methods, combined teaching method of CBL and clinical pathway can elevate students' academic performance, improve their learning enthusiasm and help promote clinical teachers' teaching quality. Additionally, this novel method is effective in facilitating the achievement of teaching objectives and improving the quality of talent training. Therefore, the combined teaching method of CBL and clinical pathway should be popularized and applied in gynecological practice.
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.