ArticleMedical science educator2025
Active Versus Passive Learning in Large-Group Sessions in Medical School: A Randomized Cross-Over Trial Investigating Effects on Learning and the Feeling of Learning.
Article in Medical science educator, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. An erratum has been issued. Cited by 15 papers, 1 of them a synthesis 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
15 citing papers in PubMed, 1 synthesis or guideline pooled it.
- Educational Interventions to Develop and Enhance Clinical Documentation Skills in Health Professional Students: A Systematic Review.The clinical teacher · 2025Pooled it
- Trial
- The Six R's of Management Reasoning for Subintern Education.The clinical teacher · 2026Article
- Developing purposeful observation during early clinical exposure in anesthesiology: a cluster-randomized study.BMC medical education · 2026Article
- Mixed method evaluation of a novel seminar format for a PBL-based integrated curriculum.Medical science educator · 2026Article
- Cultural Adaptation and Implementation Strategy of a Recovery-Oriented Mental Health Training Intervention (REFOCUS-THAIREC) for Healthcare Workers in Thailand: An Experience-Based Co-Design.Health expectations : an international journal of public participation in health care and health policy · 2026Article
- Changing the landscape of medical anatomy education: impact of flipped classroom pedagogy on learning outcomes and perceptions of medical students in practical gastrointestinal anatomy.BMC medical education · 2026Article
- Classroom behavioral indicators predict academic performance in large-class clinical instruction: a cohort study using real-time behavioral data.BMC medical education · 2026Article
- EquityRx Tank: A Shark Tank-Inspired, Game-Based Workshop to Build Persuasive Communication and Collaboration Skills in Health Professions Education.Medical science educator · 2026Article
- Article
- Breaking the Monologue With Active Learning Using the Think-Pair-Share Strategy: A Cross-Sectional Descriptive Study.Cureus · 2025Article
- Article
- Pedagogical Content Knowledge as a Lens for Transforming Teaching in Medical and Health Professions Education.Medical science educator · 2025Article
- Institutional Determinants of Academic Achievement in Biomedical Sciences: A Cross-Sectional Study of Nursing Students in Uganda.Advances in medical education and practice · 2025Article
- An Effective Team: Active Learning Also Needs the Sage on a Stage.Journal of medical education and curricular developmentArticle
Corrections and comments
- Erratum issued
Authors and funding
10 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Purpose: The evidence base for active learning in medical education is based largely on trials with suspect internal validity. We empirically compared the learning and feeling of learning of participants when in large-group interactive sessions and passive lectures using a rigorous trial capable of providing an unambiguous assessment of effect. Further, we evaluated if there was a differential effect based on prior achievement. Materials and Method: We conducted a two-day randomized cross-over trial with 146 s-year medical students. Passive learning involved lecture-based case presentation with minimal interaction; in the large-group interactive session, students worked in teams on the same cases. Participants completed a test of learning and a feeling of learning survey. Effects were estimated using linear mixed-effects models. Results: Participants in the large-group interactive session scored 0.27 standard deviations higher on the test of learning ( Conclusions: Transformation of passive lectures to interactive learning sessions is feasible, has the potential to close achievement gaps by benefiting the lowest achieving learners the most, and provides students a greater sense of learning than passive lectures. Supplementary Information: The online version contains supplementary material available at 10.1007/s40670-024-02219-1.
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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.