ArticleMedical education online2025
MOOC-virtual simulation integration enhances surgical clinical skills: a quasi-experimental study.
Article in Medical education online, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper, 1 of them a synthesis that pooled it.
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, 1 synthesis or guideline pooled it.
- Identifying the most recommended novel teaching strategy in orthopaedics education: a systematic review and network meta-analysis.Frontiers in medicine · 2026Pooled it
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
12 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
This study aimed to evaluate the impact of a teaching model combining massive open online course (MOOC) with virtual simulation experiments on clinical skills training. A quasi-experimental design was employed in the Second Clinical College of Wuhan University. The control group received traditional face-to-face teaching, while the experimental group received a teaching model combining MOOC instruction with virtual simulation experiments. After completing the course, both groups participated in a theoretical test and a Structured Clinical Skills Assessment to assess their mastery of clinical skills. Additionally, a questionnaire survey was conducted to assess the effectiveness of the experimental teaching model and to gauge student satisfaction. The experimental group's theoretical test scores were significantly higher than those of the control group, and the experimental group's Structured Clinical Skills Assessment scores were significantly higher than those of the control group, with statistically significant differences (
Indexed as
Identifiers
What OpenQuestion holds
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.