SynthesisBMC medical education2025
Comparing the seminar-case learning and lecture-based learning models in medical education: a meta-analysis of randomized controlled trials.
Synthesis 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 5 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
5 citing papers in PubMed, 1 synthesis or guideline pooled it.
- TBL alone or combined with other teaching methods for neurology education in China: a meta-analysis of randomized controlled trials.BMC medical education · 2026Pooled it
- A PBL-, CBL-, and seminar-based blended teaching model for chairside instruction of undergraduate dental students: a randomized controlled trial.BMC medical education · 2025Trial
- STR1DE: A Near-Peer Approach to FY1 Teaching.The clinical teacher · 2026Article
- Application of integrated whole-course clinical learning combined with case-based learning in undergraduate otolaryngology clerkships.BMC medical education · 2026Article
- Implementing and evaluating a seminar-case learning model in postgraduate orthodontic education: perceived effectiveness, student experience, and influencing factors.BMC medical education · 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
2 authors.
Funding
Abstract
backgroundThe seminar-case learning (SCL) model is a case-oriented teaching model, characterized by communication, interaction and mutual inspiration. This study aimed to investigate the impact of SCL versus lecture-based learning (LBL) on medical education outcomes.
methodsA comprehensive search was conducted across seven distinct databases, covering the period from their inception until June 2024. Article selection was independently performed by two authors, adhering to predefined inclusion and exclusion criteria. Randomized controlled trials (RCTs) that evaluated the effects of the SCL model in comparison to the LBL model were included. The meta-analysis was executed using RevMan 5.4 software.
resultsSixteen RCTs involving 956 medical students were included in the meta-analysis. The implementation of the SCL model significantly improved theoretical knowledge scores (MD 5.21, 95% CI 3.27-7.16; p < 0.00001), case analysis scores (MD 4.12, 95% CI 2.13-6.11; p < 0.0001) and skill scores (MD 5.37, 95% CI 3.53-7.21; p < 0.00001). Furthermore, the SCL model significantly improved teaching ability, including learning interest, self-learning ability and clinical thinking ability. Despite experiencing a heightened sense of burden, students in the SCL group reported greater satisfaction compared to their counterparts in the LBL group.
conclusionsIn comparison to the LBL model, the SCL model significantly improved students' outcomes. In addition, the SCL model could promote the cultivation of the clinical thinking and assist students in bridging the gap between theoretical knowledge and clinical practice.
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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.