Trial reportBMC medical education2025
The application and effectiveness of PBL combined with MDT and flipped classroom teaching method in acute coronary syndrome education for undergraduate medical students.
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
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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
2 citing papers in PubMed.
- Effectiveness of an MDT-CDIO integrated teaching model in orthopedic clinical education: a controlled study.BMC medical education · 2026Trial
- Effectiveness of a case-based learning combined with flipped classroom approach in undergraduate pulmonary imaging education: a prospective randomized controlled study.BMC medical education · 2026Trial
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
5 authors.
Funding
Abstract
backgroundThe development of medical education is rapidly evolving, with innovative teaching methods such as problem-based learning (PBL) and multidisciplinary treatment (MDT) combined with flipped classroom approaches gaining increasing attention in clinical medical education. However, the actual effectiveness of PBL combined with MDT and flipped classroom methods in the teaching of cardiovascular diseases has not been well studied. Considering that these which includedteaching methods can complement each other, this study explores the application and effectiveness of PBL combined with MDT and flipped classroom teaching method in the case-based teaching of acute coronary syndrome.
methodsA total of 100 undergraduate clinical medicine students aged 20-21 years from Guangzhou Medical University were selected as research participants. They were randomly divided into two groups via a random number table: the experimental group (PBL combined with MDT and flipped classroom teaching), which included 50 students, and the control group (traditional teaching methods), which also included 50 students. After the clinical training, the theoretical examination scores and skill assessment results of the two groups were compared, and a questionnaire survey was conducted to evaluate teaching effectiveness.
resultsThe theoretical examination scores and skill assessment results of the experimental group were significantly better than those of the control group (P < 0.05). The questionnaire survey revealed that the students in the experimental group outperformed those in the traditional teaching group in terms of learning motivation, theoretical learning outcomes, clinical thinking ability, literature retrieval skills, self-directed learning ability, practical ability, and classroom satisfaction, with statistically significant differences (P < 0.05).
conclusionThe findings of this study suggest that the integration of PBL, MDT, and the flipped classroom teaching method may have a positive impact on the theoretical knowledge and clinical skills of undergraduate medical students in the context of acute coronary syndrome (ACS). However, due to the study's limited sample size, short-term assessment period, and reliance on self-reported data, these results should be interpreted with caution.
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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.