ArticleAdvances in medical education and practice2025
Integrating Standardized Patient into Case-Based Learning in Posterior Fossa Meningioma Teaching: Evaluating the Added Value Beyond Case-Based Learning Alone.
Article in Advances in medical education and practice, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Purpose: To explore the effectiveness and pedagogical significance of a teaching model that integrates case-based learning (CBL) with standardized patient (SP) for posterior fossa meningiomas, compared to using CBL alone teaching. Methods: In this randomized comparative study, we enrolled 72 interns and standardized residency trainees from the neurosurgery department of our hospital between July 2023 and September 2025. Participants were randomly divided into an experimental group (CBL+SP) and a control group (CBL-only), with 36 individuals in each group. After completing the study plans, teaching effectiveness was assessed through evaluations of theoretical knowledge and clinical skills, while participant satisfaction and teaching approach evaluation were measured using questionnaires. Furthermore, a survey was conducted among the CBL-only group to gather their opinions on the primary drawbacks of using this teaching approach exclusively. Results: The experimental group demonstrated significantly higher theoretical test scores (88.71 ± 7.43 vs 79.47 ± 8.43, Conclusion: The SP-CBL integrated teaching model significantly improves clinical teaching outcomes compared to the CBL alone and is worthy of promotion in clinical education for posterior fossa meningiomas.
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.