Trial reportBMC medical education2025
Innovative multimodal educational strategies: assessing the impact of integrative teaching methods on standardized neurology resident training.
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 3 papers.
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
3 citing papers in PubMed.
- Integrating virtual patient-based learning into temporomandibular disorder education improves educational and behavioral outcomes.BMC medical education · 2026Trial
- Construction of a nursing internship system through institutional collaboration: current status, challenges, and optimization pathways.Frontiers in medicine · 2026Article
- Interdisciplinary integration in public health emergency education: learning outcomes following a curriculum reform for preventive medicine undergraduates.Frontiers in public health · 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
6 authors.
Funding
Abstract
objectiveThis study explores the application effects of a novel teaching model that combines micro-learning, bedside teaching, and case-based learning (CBL) in the standardized training of neurology residents.
methodsFrom January 2022 to December 2024, a total of 103 neurology residents undergoing standardized training at the First Affiliated Hospital of Zhengzhou University were selected as the study subjects. A quantitative research design was employed, and participants were randomly divided into an experimental group and a control group. The experimental group (51 participants) utilized a novel teaching model that integrated micro-learning, bedside teaching, and CBL, while the control group (52 participants) employed Lecture-Based Learning (LBL) methods. The study focused on several indicators, including theoretical assessment scores from standardized training, student satisfaction and interest in the teaching content, clinical competency evaluations, and self-assessments by instructors.
resultsThe novel teaching model combining micro-learning, bedside teaching, and CBL significantly outperformed traditional teaching methods in improving residents' theoretical assessment scores (83.02 ± 7.33 vs. 76.04 ± 7.19) and clinical competency evaluations, particularly in comprehensive ability assessments (85.55 ± 5.24 vs. 75.10 ± 7.86). Students also reported a marked increase in satisfaction with the teaching content and learning interest (P < 0.01). Furthermore, instructors expressed a high level of recognition for the new course model in their post-class self-evaluations (P < 0.01).
conclusionThe findings of this study indicate that the integration of micro-learning, bedside teaching, and CBL can provide a more effective teaching model for the training of neurology residents, offering strong support for future reforms and developments in medical education.
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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.