ArticleHealth science reports2025
Project-Based Approach as Methodology to Improve Academic Performance of Medical School Students Within the Research Line Teaching Course: A Quasi-Experimental Study.
Article in Health science reports, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 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
2 citing papers in PubMed.
- Bridging physics and clinical practice: a pilot study on plasma medicine education for medical students.BMC medical education · 2026Article
- Shaping tomorrow's professionals: King Saud University's transformative course on medical volunteerism, empowering students to develop proposals for impactful initiatives.BMC medical education · 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
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Background and Aims: Traditional teaching methods in medical education often fail to engage students or foster critical research skills required for evidence-based medicine. Project-based learning (PBL) is widely recognized for promoting active learning and improving academic performance, although its application in research-focused medical courses remains underexplored, especially in low-resource settings. This study aimed to evaluate the effectiveness of PBL in enhancing academic performance and originality compared to traditional literature review-based assessments. Methods: A quasi-experimental study was conducted between March 11, 2024 and May 31, 2024, with 179 twelfth-semester medical students divided into two groups: the experimental group (PBL approach, Results: The PBL group demonstrated significantly higher academic performance (mean: 82.5, median: 85) compared to the control group (mean: 66.5, median: 63.75; Conclusion: This study confirms that PBL significantly enhances academic performance and fosters originality among medical students, particularly in research-focused courses. The findings underscore the potential of PBL as a transformative approach to medical education, addressing gaps in traditional methods while aligning with global trends in evidence-based practice and academic integrity. PBL is recommended as an adaptable and effective strategy, especially in resource-limited educational settings.
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.