Trial reportBMC medical education2025
Application of PBL in combination with the SP teaching method in the clinical teaching of orthopedics and traumatology.
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 2 papers.
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
2 citing papers in PubMed.
- Training, Experiences and Factors Contributing to Learning Variability in Podiatry Residency and Fellowship Programs: A Systematic Review.Healthcare (Basel, Switzerland) · 2026Review
- Application of self-organised learning environments integrated with generative AI in standardised training for residents.Frontiers in medicine · 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
8 authors.
Funding
Abstract
backgroundStandardized training for orthopedic and traumatology residents is a crucial component of postgraduate medical education. Traditional teaching methods, such as Lecture-Based Learning (LBL), often fail to stimulate student initiative and clinical thinking. To address this, our study aimed to explore the effectiveness of a combined Problem-Based Learning (PBL) and Standardized Patients (SP) teaching method in enhancing the clinical skills and self-learning abilities of orthopedic residents.
methodsA randomized controlled trial was conducted with 59 orthopedic residents from three medical institutions in China. The participants were randomly divided into a control group (n = 29) receiving traditional LBL combined with SP and a study group (n = 30) receiving PBL combined with SP. Both groups were instructed on common orthopedic diseases for 21 h. Teaching effectiveness was assessed through self-designed electronic questionnaires, classroom performance metrics, and final exams.
resultsCompared with the control group, the study group demonstrated significantly greater levels of self-study initiative, teamwork ability, classroom learning efficiency, learning interest, and clinical processing ability (P < 0.05). The study group also showed greater improvement in their ability to handle clinical problems and had higher postclass knowledge retention and learning interest scores (P < 0.05). Practical exam scores and overall scores were significantly higher in the study group (P < 0.05), although written exam scores did not differ significantly.
conclusionsThe combined PBL and SP teaching method was found to be superior to traditional LBL in improving the clinical skills and self-learning abilities of orthopedic residents. This approach enhances student engagement, clinical thinking, and overall educational outcomes, suggesting that it is a valuable addition to orthopedic resident training programs.
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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.