Trial reportFrontiers in public health2025
The effectiveness of symptom-oriented mind mapping combined with problem-based learning in critical care clerkships: a randomized controlled trial.
Trial report in Frontiers in public health, 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
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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
1 citing paper in PubMed.
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Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
15 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Objective: This study evaluated the efficacy of Symptom-Oriented Mind Mapping combined with Problem-Based Learning (SOM-PBL) in intensive care unit (ICU) clinical clerkships, assessing its impact on medical students' knowledge integration, clinical decision-making efficiency, and procedural skills, thereby providing theoretical and practical insights for optimizing critical care medical education. Methods: A prospective randomized controlled trial enrolled 160 fifth-year medical students during ICU clerkships at the Fourth Affiliated Hospital of Nanjing Medical University (January 2023-December 2024). Participants were randomly assigned to the SOM-PBL group ( Results: The SOM-PBL group achieved significantly higher median knowledge theoretical scores [median (IQR): 77 (73, 80) vs. 74 (72, 77); Conclusion: The study demonstrated that the SOM-PBL approach significantly enhanced medical students' knowledge integration and clinical decision-making efficiency during ICU clerkships. However, no significant improvement was observed in procedural skills. These findings offer both theoretical and practical value for innovating critical care medical education by effectively addressing knowledge fragmentation and bridging the theory-practice gaps.
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