SynthesisBMC medical education2024
Which novel teaching strategy is most recommended in medical education? A systematic review and network meta-analysis.
Synthesis 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 39 papers, 6 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
39 citing papers in PubMed, 6 syntheses or guidelines pooled it.
- Training Programs for Thyroid Biopsy and Ablation: A Systematic Review.Endocrine practice : official journal of the American College of Endocrinology and the American Association of Clinical Endocrinologists · 2026Pooled it
- Identifying the most recommended novel teaching strategy in orthopaedics education: a systematic review and network meta-analysis.Frontiers in medicine · 2026Pooled it
- Evidence of the effectiveness of projects, programs, and/or strategies for curricular innovation in undergraduate health courses: systematic review and meta-analysis.BMC medical education · 2025Pooled it
- Pooled it
- The role of three-dimensional printing models in medical education: a systematic review and meta-analysis of randomized controlled trials.BMC medical education · 2025Pooled it
- Effect of problem-based learning combined with seminar versus traditional teaching method in medical education in China: a systematic evaluation and meta-analysis.Frontiers in medicine · 2025Pooled it
- A BOPPPS-based micro-lecture teaching intervention for orthopaedic postgraduates in China.Medical education online · 2026Trial
- Effectiveness of a case-based learning combined with flipped classroom approach in undergraduate pulmonary imaging education: a prospective randomized controlled study.BMC medical education · 2026Trial
- Evaluating a problem-based learning model integrated with 3D anatomy software and software-assisted annotation in undergraduate spinal surgery education: a randomized controlled trial.BMC medical education · 2026Trial
- Trial
- Generative AI-Assisted Progressive-Disclosure Case-Based Learning for Clinical Reasoning in Occupational Medicine: Quasi-Experimental Study.JMIR medical education · 2026Article
- AI-Generated Microlearning for Plastic Surgery Residency: Single-Arm Pre-Post Feasibility Study.JMIR medical education · 2026Article
- Melody of genes: design and implementation of an interdisciplinary medical humanities course to enhance empathy, humanistic literacy, and professional identity in Chinese medical students.BMC medical education · 2026Article
- The Efficacy of Integrating Problem-Based Learning with the BOPPPS Six-Step Methodology in Endocrinology Clinical Instruction.Medical principles and practice : international journal of the Kuwait University, Health Science Centre · 2026Article
- Effects of the BOPPPS model combined with case-based learning on knowledge acquisition and learning engagement in undergraduate nursing students: a multi-cohort quasi-experimental study.BMC medical education · 2026Observational
- A combined PBL and flipped classroom intervention enhances self-directed learning ability and empathy in ophthalmology undergraduates.Scientific reports · 2026Article
- Comparison of progress test performance between PBL and TBL curricula.Journal of Taibah University Medical Sciences · 2026Article
- The Current State of Global Scientific Production on Problem-based Learning in Medical Education: A Bibliometric Analysis.Annals of African medicine · 2026Article
- Online case-based learning to enhance pediatric endocrinology resident education.BMC medical education · 2026Article
- Comparison of the teaching effect of problem-based learning and case-based learning teaching methods in dental endodontics education.Frontiers in medicine · 2026Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
8 authors.
Funding
Abstract
aimThere is no conclusive evidence which one is the optimal methodology for enhancing the quality and efficacy of learning for medical students. Therefore, this systematic review and network meta-analysis aims to evaluate and prioritize various teaching strategies in medical education, including simulation-based learning (SBL), flipped classrooms (FC), problem-based learning (PBL), team-based learning (TBL), case-based learning (CBL), and bridge-in, objective, pre-assessment, participatory learning, post-assessment, and summary (BOPPPS).
methodsWe conducted a comprehensive systematic search of PubMed, Embase, Web of Science, the Cochrane Library, and some key medical education journals up to November 31, 2023. The following keywords were searched in MeSH: ("medical students") AND ("problem-based learning" OR "problem solving") AND ("Randomized Controlled Trials as Topic"). Two authors independently carried out data extraction and quality assessment from the final selection of records following a full-text assessment based on strict eligibility criteria. Pairwise and network meta-analyses were then applied to calculate pooled standardized mean differences (SMDs) and 95% confidence intervals (95%CIs) using a random-effects model. Statistical analysis was performed by R software (4.3.1) and Stata 14 software.
resultsA total of 80 randomized controlled trials with 6,180 students were included in the study. Compared to LBL, CBL (SMD = 1.19; 95% CI 0.49-1.90; p < 0.05; SUCRA = 89.4%), PBL (SMD = 3.37; 95% CI 1.23-5.51; p < 0.05; SUCRA = 93.3%), and SBL (SMD = 2.64; 95% CI 1.28-4.00; p < 0.05; SUCRA = 96.2%) were identified as the most effective methods in enhancing theoretical test scores, experimental or practical test scores, and students' satisfaction scores, respectively. Furthermore, subgroup analysis indicated that CBL (SUCRA = 97.7%) and PBL (SUCRA = 60.3%) were the most effective method for enhancing learning effectiveness within clinical curricula.
conclusionsAmong the six novel teaching strategies evaluated, CBL and PBL are more effective in enhancing the quality and efficacy of learning for medical students; SBL was determined to offer a superior learning experience throughout the educational process. However, this analysis revealed only minor differences among those novel teaching strategies.
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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.