SynthesisBMJ open2025
Effects of standardised patients (SP) combined with case-based learning (CBL) in Chinese clinical education: a systematic review and meta-analysis.
Synthesis in BMJ open, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 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.
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Who cites it
5 citing papers in PubMed.
- Bridging the theory-practice gap in laboratory medicine: development and application of a standardized case library for fostering clinical reasoning in postgraduate training.Frontiers in medicine · 2026Article
- The Effectiveness of a Simulation-Based Menopause Education Program.MedEdPORTAL : the journal of teaching and learning resources · 2026Article
- Integrating Standardized Patient into Case-Based Learning in Posterior Fossa Meningioma Teaching: Evaluating the Added Value Beyond Case-Based Learning Alone.Advances in medical education and practice · 2025Article
- "Internet+" Case-Based Learning Improves Perceived Learning Gains and Teaching Satisfaction in an Integrated Medical Curriculum: A Comparative Study.Journal of medical education and curricular developmentArticle
- Effectiveness of a Specialty-Focused, Outpatient-Based Case Teaching Model in Residency Training for Metabolic Dysfunction-Associated Steatotic Liver Disease.Journal of medical education and curricular developmentArticle
Corrections and comments
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Authors and funding
12 authors.
Funding
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Abstract
objectivesCombining standardised patients (SP) with case-based learning (CBL) enriches the learning experience by immersing learners in diverse clinical scenarios. This meta-analysis study aims to assess the intervention effects of this teaching approach on Chinese medical students' and resident physicians' teaching satisfaction, theoretical knowledge achievements and clinical practice performance.
designA systematic review and meta-analysis through Preferred Reporting Items for Systematic Reviews and Meta-Analyses 2020 statement. DATA SOURCES: PubMed, Web of Science, Cochrane Library, Education Resources Information Center, China National Knowledge Infrastructure, Wanfang Database and the VIP Database from their inception up to 30 April 2025. ELIGIBILITY CRITERIA : Included studies were randomised controlled trials (RCTs) comparing SP+CBL (experimental group) with lecture-based learning (LBL) (control group) among Chinese medical students and resident physicians, with outcomes including teaching satisfaction, theoretical knowledge scores and clinical practice performance. Non-English/non-Chinese studies, non-RCTs, duplicate publications, studies with incomplete data or irrelevant topics were excluded. DATA EXTRACTION AND SYNTHESIS: Two researchers (JS/XC) independently screened records. Disagreements were resolved by a third reviewer (ZZ). Study quality was assessed using the Cochrane Risk-of-Bias 2.0 tool (ROB 2.0). Meta-analysis used Stata V.17.0. A random effects (RE) model was prespecified due to anticipated heterogeneity, final model selection RE or fixed effects was based on I
resultsA meta-analysis of 31 RCTs (n=2674), SP+CBL pedagogy outperformed traditional methods in three domains. Teaching satisfaction showed substantial improvement (OR 7.19, 95% CI 3.80 to 13.60, p<0.001; moderate GRADE evidence). Theoretical knowledge achievements increased significantly (MD 5.91, 95% CI 4.63 to 7.18, p<0.001; low GRADE evidence due to inconsistency). Clinical practice performance also improved significantly (MD=7.62, 95% CI 6.16 to 9.08, p<0.001; low GRADE evidence from inconsistency). All findings remained robust in sensitivity analyses. Further subgroup analyses revealed that the improvement in theoretical knowledge scores was more pronounced among medical students, while the enhancement in clinical performance was more significant among resident physicians.
conclusionsDespite some high outcomes heterogeneity stemming from unavoidable methodological constraints in education, our meta-analysis and systematic review of eligible literature demonstrate that integrating SP and CBL facilitates students and resident physicians in acquiring theoretical knowledge and practical skills. It also boosts teaching satisfaction and positively impacts Chinese clinical education. INPLASY REGISTRATION NUMBER: INPLASY202560118.
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