Evidence map›Paper›PMID 41797770›Full record

ArticleFrontiers in medicine2026

Efficacy of an integrated case-based learning and team-based learning model within the subjective, objective, assessment, and plan framework in physical therapy education.

Ruike Zhang, Minglei Huang, Jinyang Xie, Yiqi Yang, Jiaqiao Yan, Zhiying Wu, Jiaxin Yuan, Adila Aisaiti, Shiyan Jiang, Zhenfeng Guo and 5 more

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Article in Frontiers in medicine, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.

0numbers the graph read from it
0cells of the map it votes in
1citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from 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.

2 · The registry

The trial behind it

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Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

1 citing paper in PubMed.

  1. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

15 authors.

Ruike Zhang *Department of Rehabilitation Medicine, Key Laboratory of Biological Targeting Diagnosis, Therapy and Rehabilitation of Guangdong Higher Education Institutes, The Fifth Affiliated Hospital of Guangzhou Medical University, Guangzhou, China.
Minglei Huang *The Fifth Clinical College of Guangzhou Medical University, Guangzhou, China.
Jinyang Xie *The Fifth Clinical College of Guangzhou Medical University, Guangzhou, China.
Yiqi YangThe Fifth Clinical College of Guangzhou Medical University, Guangzhou, China.
Jiaqiao YanThe Fifth Clinical College of Guangzhou Medical University, Guangzhou, China.
Zhiying WuThe Fifth Clinical College of Guangzhou Medical University, Guangzhou, China.
Jiaxin YuanThe Fifth Clinical College of Guangzhou Medical University, Guangzhou, China.
Adila AisaitiThe Fifth Clinical College of Guangzhou Medical University, Guangzhou, China.
Shiyan JiangThe Fifth Clinical College of Guangzhou Medical University, Guangzhou, China.
Zhenfeng GuoDepartment of Rehabilitation Medicine, Key Laboratory of Biological Targeting Diagnosis, Therapy and Rehabilitation of Guangdong Higher Education Institutes, The Fifth Affiliated Hospital of Guangzhou Medical University, Guangzhou, China.
Kai ShiDepartment of Rehabilitation Medicine, Key Laboratory of Biological Targeting Diagnosis, Therapy and Rehabilitation of Guangdong Higher Education Institutes, The Fifth Affiliated Hospital of Guangzhou Medical University, Guangzhou, China.
Hongxin ChenDepartment of Rehabilitation Medicine, Key Laboratory of Biological Targeting Diagnosis, Therapy and Rehabilitation of Guangdong Higher Education Institutes, The Fifth Affiliated Hospital of Guangzhou Medical University, Guangzhou, China.
Shuangquan JiDepartment of Rehabilitation Medicine, Key Laboratory of Biological Targeting Diagnosis, Therapy and Rehabilitation of Guangdong Higher Education Institutes, The Fifth Affiliated Hospital of Guangzhou Medical University, Guangzhou, China.
Qinglu LuoDepartment of Rehabilitation Medicine, Key Laboratory of Biological Targeting Diagnosis, Therapy and Rehabilitation of Guangdong Higher Education Institutes, The Fifth Affiliated Hospital of Guangzhou Medical University, Guangzhou, China.
Tao HuangDepartment of Rehabilitation Medicine, Key Laboratory of Biological Targeting Diagnosis, Therapy and Rehabilitation of Guangdong Higher Education Institutes, The Fifth Affiliated Hospital of Guangzhou Medical University, Guangzhou, China.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Background: Conventional "lecture+demonstration" pedagogy in physical therapy (PT) education frequently constrains student engagement and the evolution of clinical reasoning. The Physical Therapy for Orthopedic Diseases (PTOD) course necessitates strong clinical reasoning and collaboration, which the mixed approach of case-based learning (CBL) and team-based learning (TBL), along with the SOAP framework, aims to improve. Methods: This study employed a quasi-experimental design to analyze data collected from Guangzhou Medical University (GZMU) between March 2023 and June 2024. A total of 46 third-year physiotherapy students (2020 cohort: Results: The 2020 cohort markedly outperformed the 2021 cohort in total scores of questionnaires ( Conclusion: The CBL + TBL model, combined with the SOAP framework, markedly improves students' clinical reasoning, practical abilities, and learning engagement in the PTOD course, providing a more effective alternative to traditional teaching methods for rehabilitation education reform.

Indexed as

case-based learningclinical reasoningphysical therapy educationSOAP frameworkteam-based learning

Identifiers

PMID41797770
PMCPMC12960088

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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.