ArticleAdvances in medical education and practice2026
Evaluating the Effectiveness of an Integrated PBL-CBL-TBL Teaching Model in Postgraduate Clinical Training.
Article in Advances in medical education and practice, 2026. 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
10 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Aim: To evaluate the effectiveness of a combined Problem-Based, Case-Based, and Team-Based Learning (P-C-T) teaching mode in improving academic performance and self-reported learning outcomes among postgraduates specializing in infectious diseases. Methods: This study enrolled 100 postgraduates (Master of Medicine (MM) and Doctor of Medicine (MD)) specializing in infectious diseases from five medical colleges in Hebei Province between Jan 2020 and Dec 2024. Participants were assigned to either the P-C-T integrated teaching group (n = 68) or the traditional teaching control group (n = 32). The curriculum included infectious disease teaching rounds and lectures. Comparative assessments included pre- and post-class theoretical tests, time-motion analysis of test completion, and a comprehensive questionnaire evaluating teaching satisfaction and competency development. Results: Baseline pre-class scores showed no significant difference between groups (P > 0.05). Post-intervention, the P-C-T group had significantly higher median total test scores (94.00 [IQR 92.00-95.00] vs 88.50 [IQR 86.25-90.00]; P < 0.001) and shorter completion times (43.09 ± 5.92 min vs 47.66 ± 5.39 min; P < 0.001) than the control group. Additionally, the P-C-T group reported significantly higher questionnaire-based satisfaction and perceived learning outcomes (P < 0.001). Conclusion: The P-C-T integrated teaching mode was associated with higher theoretical test performance, greater learning efficiency, and improved student satisfaction compared with traditional methods. By fostering critical thinking and active engagement, this structured approach may serve as a feasible instructional framework for postgraduate medical education and may help bridge the gap between theoretical learning and complex clinical practice.
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.