Trial reportBMC medical education2025
Application of PBL combined with mini-CEX evaluation model in the clinical teaching of urological clinic teaching.
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. Not yet cited in PubMed.
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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
0 citing papers in PubMed.
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Corrections and comments
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Authors and funding
12 authors.
Funding
Abstract
backgroundWith increasing emphasis on the education of medical interns, more and more attention was paid on the teaching situation of interns in university affiliated hospitals. How to integrate the medicine and education is the key to improve the quality of clinical internship.
methodsOne hundred and twenty two fifth-year medical interns who interned in the urological department of the Second Affiliated Hospital of Anhui Medical University between March 2025 and August 2025 were randomly assigned to an experimental group (combined PBL and Mini-CEX approach) or a control group (traditional teaching). All interns were assessed using theoretical tests, Mini-CEX evaluations of clinical skills before and after the two-week rotation. Furthermore, the teaching feedback evaluation of interns was utilized for investigating interns’ feedback with the teaching models via a questionnaire survey.
resultsThe experimental group scored significantly higher than the control group on post-rotation theoretical tests and across all Mini-CEX components, including medical history-taking, physical examination, and clinical judgment (all p < 0.05). Interns in the experimental group also reported greater improvements in self-learning, literature retrieval skills, learning initiative and motivation, teamwork ability, and satisfaction (all p < 0.05). DISCUSSION: The combined PBL and Mini-CEX approach is a highly effective teaching model for urological internships, enhancing both theoretical knowledge and practical clinical skills. Further multi-center studies are recommended to confirm its broader applicability.
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