ArticleBMC medical education2025
Effectiveness of multiple teaching methods in standardized training of internal medicine residents in China: a network meta-analysis.
Article 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 6 papers, 2 of them syntheses that pooled it.
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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.
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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.
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Who cites it
6 citing papers in PubMed, 2 syntheses or guidelines pooled it.
- Effectiveness of the flipped classroom in medical education: a systematic review and meta-analysis.BMC medical education · 2026Pooled it
- The effectiveness of mind mapping versus lecture-based learning in medical education of China's standardized residency training: a systematic review and meta-analysis of randomized controlled studies.Frontiers in medicine · 2026Pooled it
- Post-graduate nephrology education in China: structure, workforce gaps, regional disparities, and the emerging role of critical care nephrology.Renal failure · 2026Review
- The integration of clinical pathway and case-based teaching in standardized residency training in the department of endocrinology.BMC medical education · 2026Article
- Residents' contribution to teaching at a Tunisian faculty of medicine.The Libyan journal of medicine · 2025Article
- The association between adverse practice experiences and residency trainee occupational burnout.Frontiers in public health · 2025Article
Corrections and comments
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Authors and funding
19 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
objectiveStandardized training for resident physicians in China has been carried out for 10 years, and various new teaching methods have been widely applied in it. The quality of internal medicine teaching is directly related to whether the trainees can master the corresponding clinical skills well and become qualified clinical physicians. The purpose of this study is to systematically evaluate the effectiveness of all teaching methods in Chinese standardized training of internal medicine residents.
methodsThis study was registered in Inplasy. A comprehensive search of databases, including English and Chinese, was conducted from inception to 30 July 2023. Eligible studies included cohort study and randomized controlled trials (RCT) of all teaching methods in Chinese standardized training of internal medicine residents. A network meta-analysis (NMA) was performed using STATA 16.0. Statistical analysis was done using the mean and standard deviation. The literature quality and risks of bias was assessed using RevMan 5.3.
resultsA total of 74 articles including 5004 Chinese participants were retrieved, involving 13 interventions, of which 65 were RCT and 9 were cohort studies. This study demonstrated that, in comparison to lecture-based learning (LBL), the integration of problem-based learning (PBL) with WeChat significantly enhanced students' theoretical scores (SMD = 2.3; 95% CI 1.19-3.42; P < 0.05; Sucra = 88%) and decreased the number of dissatisfied students (OR = 0.06; 95% CI 0.01-0.27; P < 0.05; Sucra = 89%). Team-based learning (TBL) was beneficial in improving practical performance (SMD = 2.32; 95% CI 0.74-3.9; P < 0.05; Sucra = 80.1%). Additionally, the PBL combined with clinical practice (PBL + CP) teaching method significantly enhanced students' performance in medical record analysis (SMD = 4.84; 95% CI 3.08-6.59; P < 0.05; Sucra = 99.9%). Furthermore, PBL effectively improved students' self-directed learning abilities (SMD = 1.98; 95% CI 0.05-3.91; P < 0.05; Sucra = 75.8%).
conclusionNew teaching methods represented by PBL + Wechat, CBL + Wechat, PBL + CBL are more effective in improving the academic performance of Chinese resident physicians in standardized training compared to control therapy, and have gained more recognition from students.
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