ArticleJournal of medical education and curricular development
Optimizing Laboratory Diagnostics Education: Research on the Doctor-Patient-Technician Integrated Teaching Model Based on Medical STEM Concepts.
Article in Journal of medical education and curricular development. 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.
- Bridging physics and clinical practice: a pilot study on plasma medicine education for medical students.BMC medical education · 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
7 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Objectives: This study aims to reform and optimize laboratory diagnostics education by developing an innovative teaching model based on M-STEM (Medical Science, Technology, Engineering, and Mathematics). Methods: Students majoring in clinical medicine at South China University of Technology were included in this study and were randomly assigned to either a traditional group or an M-STEM learning group. The M-STEM instructional design emphasized interdisciplinary integration, role-based learning, and hands-on inquiry. Both quantitative data and qualitative feedback were collected to evaluate learning outcomes and teaching effectiveness. Results: For laboratory lectures, the proportion of students who were very satisfied was significantly higher in the M-STEM group compared to the traditional group (79.3% vs 51.6%, Conclusion: The M-STEM pedagogy can stimulate students' interest and promote multidisciplinary integration, enabling learners to gain a deeper understanding of the disease and develop effective solutions.
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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.