Trial reportBMC medical education2025
Effect of integrated case-based and problem-based learning on clinical thinking skills of assistant general practitioner trainees: a randomized controlled trial.
Trial report in BMC medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 12 papers, 1 of them a synthesis that pooled it.
What it found
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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.
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
12 citing papers in PubMed, 1 synthesis or guideline pooled it.
- Efficacy of problem-based learning combined with case-based learning versus lecture-based learning in orthopedic education: a systematic review and meta-analysis.BMC medical education · 2025Pooled it
- E-Learning Modules Based on Bloom Taxonomy and the Miller Pyramid for First-Year Indian Medical Students: Randomized Controlled Study in Medical Education.JMIR human factors · 2026Trial
- A study of the effectiveness of the BOPPPS model combined with FC-CBL in the standardized training of general medicine residents.Frontiers in public health · 2026Trial
- Generative AI-Assisted Progressive-Disclosure Case-Based Learning for Clinical Reasoning in Occupational Medicine: Quasi-Experimental Study.JMIR medical education · 2026Article
- Application of problem-based learning in EBERs-ISH theoretical and practical teaching.BMC medical education · 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
- Effect of Integrated Lecture-, Case-, and Problem-Based Learning on Critical Thinking and Clinical Competence in Gastrointestinal Surgery Trainees: A Randomized Controlled Trial.Gastroenterology research and practice · 2026Article
- Evaluation of the combined PBL-CBL teaching method based on Thorndike's Learning Theory in the education of bacterial resistance detection.Frontiers in medicine · 2026Article
- The application of the conceive-design-implement-operate combined with the problem-based-learning teaching method in an 8-year rotation system for obstetrics students in China.BMC medical education · 2025Article
- Construction of research feedback experimental teaching mode for medical undergraduate students and comparative study with traditional experimental teaching mode.BMC medical education · 2025Article
- The Paradox of Knowledge: Why Medical Students Know More But Understand Less.Medical science educator · 2025Article
- Application of Clinical Pathway and Case-Based Learning in Residency Training of Pediatric Cardiology.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
10 authors.
Funding
Abstract
backgroundCase-Based Learning (CBL) and Problem-Based Learning (PBL) are popular methods in medical education. However, we do not fully understand how they affect the clinical thinking skills of Assistant General Practitioner (AGP) trainees. This randomised controlled trial aimed to assess the effectiveness of combining CBL and PBL and compare their impact on the clinical thinking skills of AGP trainees with that of traditional lecture-based learning (LBL).
methodsThis randomised controlled trial involved 70 second-year AGP trainees who were randomly assigned to either the CBL-PBL group or the LBL group using a simple randomisation method. The CBL-PBL group engaged in a curriculum that integrated case-based and problem-based learning, whereas the LBL group followed a traditional lecture-based format, as described in the syllabus. To evaluate clinical thinking skills, the participants were assessed using the Clinical Thinking Skills Evaluation Scale (CTSES) and an assistant general practitioner's professional knowledge test. In addition, this study analysed various factors that influence clinical thinking skills.
resultsCompared with the LBL group, the CBL-PBL group showed significantly improved performance in all domains assessed by the CTSES in post-course tests (p < 0.001). Specifically, the mean scores for critical, systematic, and evidence-based thinking showed notable improvement in the CBL-PBL group. Additionally, the scores on the professional knowledge test reflected a substantial increase in this group. Furthermore, multiple linear regression analysis showed that both CBL-PBL curriculum performance scores and number of weekly article readings significantly influenced the development of clinical thinking skills.
conclusionThe CBL-PBL teaching method positively influenced the clinical thinking skills of assistant general practitioner trainees, with a positive correlation between these skills and course performance in the CBL-PBL curriculum.
trial registrationNot applicable.
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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.