ArticleBMC medical education2026
Application of integrated whole-course clinical learning combined with case-based learning in undergraduate otolaryngology clerkships.
Article in BMC medical education, 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
4 authors.
Funding
Abstract
purposeLecture-based learning (LBL) and case-based learning (CBL) are widely used teaching methods across disciplines, especially in medical and health sciences education. However, both methods may fail to fully engage students' intrinsic motivation for active participation. The aim of this study is to combine integrated whole-course clinical learning (IWCL) with CBL in the context of an undergraduate clerkship in otolaryngology.
methodsA total of 79 undergraduate students participated in this project and were assigned to one of two groups. The first group received the IWCL combined with the CBL teaching model and was designated the IC group, whereas the second group received the LBL combined with the CBL teaching model and was designated the LC group. Differences between the two groups in terms of teaching effectiveness during the otorhinolaryngology clinical clerkship were evaluated using multiple outcome measures, including specialty physical examination proficiency level, admission note documentation quality, anatomical proficiency level, and satisfaction with the teaching model.
resultsComparison of specialty physical examination proficiency between the IC and LC groups revealed no significant difference. However, the results suggest potential advantages of the IC approach across several key domains, including admission note documentation quality and level of anatomical proficiency. In addition, the students in the IC group achieved higher subject scores. Moreover, compared with the LC group, the IC group exhibited higher levels of satisfaction in dimensions.
conclusionsThe combined teaching model includes the strengths of CBL, emphasizing case analysis, interactive participation, and continuous clinical engagement. As a result, the IC group exhibited a clear advantage over the LC group in terms of overall teaching effectiveness.
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.