SynthesisFrontiers in medicine2025
Effect of problem-based learning combined with seminar versus traditional teaching method in medical education in China: a systematic evaluation and meta-analysis.
Synthesis in Frontiers in medicine, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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
1 citing paper in PubMed.
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
No grant is acknowledged in the PubMed record.
Abstract
Objectives: This study systematically evaluates the effectiveness of combining problem-based learning with the seminar teaching method and the traditional lecture-based learning model in medical education by meta-analysis. Methods: A computer-based search of major domestic and international literature databases was conducted, including PubMed, EMBASE, Web of Science Core Collection, Cochrane Library, China National Knowledge Infrastructure(CNKI), Wanfang Database, VIP Chinese Science and Technology Periodicals Database, and China Biology Medicine disk (CBMdisc). The search period spanned from the inception of the databases to 30 August 2024. Quantitative synthesis was performed using the RevMan V.5.4 software, following the Cochrane Reviewer's Handbook guidelines and the Preferred Reporting Items for Systematic Reviews and Meta-analyses statement. Results: A total of 13 articles involving 857 medical students were included. The meta-analysis results revealed statistically significant differences between the experimental and control groups in the following areas: theoretical knowledge scores (MD = 4.99, 95% CI: 4.29-5.69, Conclusion: This meta-analysis showed that the integration of problem-based learning and seminar teaching methods is an effective method for improving theoretical knowledge scores, clinical skill scores, case analysis ability, learning interest, active learning, teamwork abilities and research and academic ability.
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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.