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Comparing the seminar-case learning and lecture-based learning models in medical education: a meta-analysis of randomized controlled trials

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Publicado en:BMC Medical Education vol. 25 (2025), p. 1
Autor principal: Lou, Jicheng
Otros Autores: Guo, Feng
Publicado:
Springer Nature B.V.
Materias:
Software
Medical education
Teaching methods
Clinical medicine
Disease
Medical students
Seminars
Teachers
Bias
Clinical competence
Otolaryngology
Knowledge
Clinical trials
Systematic review
Learning
Meta-analysis
Teacher Effectiveness
Student Characteristics
Control Groups
Creative Thinking
Experimental Groups
Lecture Method
Meta Analysis
Check Lists
Search Strategies
Randomized Controlled Trials
Information Seeking
Teaching Models
Student Participation
Teacher Characteristics
Database Management Systems
Learner Engagement
Acceso en línea:Citation/Abstract
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Resumen:BackgroundThe seminar-case learning (SCL) model is a case-oriented teaching model, characterized by communication, interaction and mutual inspiration. This study aimed to investigate the impact of SCL versus lecture-based learning (LBL) on medical education outcomes.MethodsA comprehensive search was conducted across seven distinct databases, covering the period from their inception until June 2024. Article selection was independently performed by two authors, adhering to predefined inclusion and exclusion criteria. Randomized controlled trials (RCTs) that evaluated the effects of the SCL model in comparison to the LBL model were included. The meta-analysis was executed using RevMan 5.4 software.ResultsSixteen RCTs involving 956 medical students were included in the meta-analysis. The implementation of the SCL model significantly improved theoretical knowledge scores (MD 5.21, 95% CI 3.27–7.16; p < 0.00001), case analysis scores (MD 4.12, 95% CI 2.13–6.11; p < 0.0001) and skill scores (MD 5.37, 95% CI 3.53–7.21; p < 0.00001). Furthermore, the SCL model significantly improved teaching ability, including learning interest, self-learning ability and clinical thinking ability. Despite experiencing a heightened sense of burden, students in the SCL group reported greater satisfaction compared to their counterparts in the LBL group.ConclusionsIn comparison to the LBL model, the SCL model significantly improved students' outcomes. In addition, the SCL model could promote the cultivation of the clinical thinking and assist students in bridging the gap between theoretical knowledge and clinical practice.
ISSN:1472-6920
DOI:10.1186/s12909-025-07041-w
Fuente:Healthcare Administration Database