ArticleFrontiers in medicine2026
A systematic seminar-based model improves learning and research competence in an immunology graduate course: a quasi-experimental mixed-methods study.
Article in Frontiers in medicine, 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
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Background: Medical immunology, a bridging discipline between basic and clinical medicine, is characterized by rapid knowledge updates, multidisciplinary integration, and fast clinical translation. The course Advances in Immunology aims to bridge the gap between classical theory and cutting-edge exploration, requiring innovative pedagogy to foster critical thinking and research readiness among graduate students. However, traditional lecture-based teaching often fail to develop higher-order competencies. This study designed and applied a systematic seminar-based teaching model for the course Advances in Immunology and evaluated its outcomes. Methods: A quasi-experimental design with a non-equivalent control group was adopted. Participants were immunology master's students at Shandong First Medical University (2022 and 2023 cohort: Results: Quantitative results showed that the mean final score of the experimental group was significantly higher than that of the control group (93.83 ± 1.97 vs. 90.84 ± 4.35, Conclusion: The seminar-based teaching model successfully enhanced academic performance and core research competencies in immunology graduate education, offering a replicable framework for advanced medical courses.
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.