224 related articles for article (PubMed ID: 30412058)
1. Combined administration of problem- and lecture-based learning teaching models in medical education in China: A meta-analysis of randomized controlled trials.
Jia X; Zeng W; Zhang Q
Medicine (Baltimore); 2018 Oct; 97(43):e11366. PubMed ID: 30412058
[TBL] [Abstract][Full Text] [Related]
2. Comparing hybrid problem-based and lecture learning (PBL + LBL) with LBL pedagogy on clinical curriculum learning for medical students in China: a meta-analysis of randomized controlled trials.
Liu CX; Ouyang WW; Wang XW; Chen D; Jiang ZL
Medicine (Baltimore); 2020 Apr; 99(16):e19687. PubMed ID: 32311943
[TBL] [Abstract][Full Text] [Related]
3. The effectiveness of problem-based learning in pediatric medical education in China: A meta-analysis of randomized controlled trials.
Ma Y; Lu X
Medicine (Baltimore); 2019 Jan; 98(2):e14052. PubMed ID: 30633204
[TBL] [Abstract][Full Text] [Related]
4. Effectiveness of case-based learning in Chinese dental education: a systematic review and meta-analysis.
Dong H; Guo C; Zhou L; Zhao J; Wu X; Zhang X; Zhang X
BMJ Open; 2022 Feb; 12(2):e048497. PubMed ID: 35190409
[TBL] [Abstract][Full Text] [Related]
5. Problem-based or lecture-based learning, old topic in the new field: a meta-analysis on the effects of PBL teaching method in Chinese standardized residency training.
Li T; Wang W; Li Z; Wang H; Liu X
BMC Med Educ; 2022 Mar; 22(1):221. PubMed ID: 35361207
[TBL] [Abstract][Full Text] [Related]
6. The effectiveness of the problem-based learning teaching model for use in introductory Chinese undergraduate medical courses: a systematic review and meta-analysis.
Zhang Y; Zhou L; Liu X; Liu L; Wu Y; Zhao Z; Yi D; Yi D
PLoS One; 2015; 10(3):e0120884. PubMed ID: 25822653
[TBL] [Abstract][Full Text] [Related]
7. The effectiveness of problem-based learning compared with lecture-based learning in surgical education: a systematic review and meta-analysis.
Zheng QM; Li YY; Yin Q; Zhang N; Wang YP; Li GX; Sun ZG
BMC Med Educ; 2023 Aug; 23(1):546. PubMed ID: 37528406
[TBL] [Abstract][Full Text] [Related]
8. Effects of seminar teaching method versus lecture-based learning in medical education: A meta-analysis of randomized controlled trials.
Zeng HL; Chen DX; Li Q; Wang XY
Med Teach; 2020 Dec; 42(12):1343-1349. PubMed ID: 32795244
[TBL] [Abstract][Full Text] [Related]
9. Meta-analysis on the effectiveness of team-based learning on medical education in China.
Chen M; Ni C; Hu Y; Wang M; Liu L; Ji X; Chu H; Wu W; Lu C; Wang S; Wang S; Zhao L; Li Z; Zhu H; Wang J; Xia Y; Wang X
BMC Med Educ; 2018 Apr; 18(1):77. PubMed ID: 29636039
[TBL] [Abstract][Full Text] [Related]
10. The effectiveness of the problem-based learning in medical cell biology education: A systematic meta-analysis.
Xu W; Ye T; Wang X
Medicine (Baltimore); 2021 Oct; 100(39):e27402. PubMed ID: 34596166
[TBL] [Abstract][Full Text] [Related]
11. The effectiveness of problem-based learning in gynecology and obstetrics education in China: A meta-analysis of randomized controlled trials.
Bi S; Liu R; Li J; Gu J
Medicine (Baltimore); 2021 Mar; 100(9):e24660. PubMed ID: 33655930
[TBL] [Abstract][Full Text] [Related]
12. Comparing the effects of team-based and problem-based learning strategies in medical education: a systematic review.
Zhang W; Wei J; Guo W; Wang Z; Chen S
BMC Med Educ; 2024 Feb; 24(1):172. PubMed ID: 38388937
[TBL] [Abstract][Full Text] [Related]
13. Effectiveness of bridge-in, objective, pre-assessment, participatory learning, post-assessment, and summary teaching strategy in Chinese medical education: A systematic review and meta-analysis.
Ma X; Zeng D; Wang J; Xu K; Li L
Front Med (Lausanne); 2022; 9():975229. PubMed ID: 36186766
[TBL] [Abstract][Full Text] [Related]
14. Assessing the effectiveness of problem-based learning in physical diagnostics education in China: a meta-analysis.
Wang J; Xu Y; Liu X; Xiong W; Xie J; Zhao J
Sci Rep; 2016 Nov; 6():36279. PubMed ID: 27808158
[TBL] [Abstract][Full Text] [Related]
15. Problem-based learning variant: transition phase for a large institution.
Khan I; Fareed A
J Pak Med Assoc; 2001 Aug; 51(8):271-4. PubMed ID: 11715887
[TBL] [Abstract][Full Text] [Related]
16. Flipped classroom improves nursing students' theoretical learning in China: A meta-analysis.
Li BZ; Cao NW; Ren CX; Chu XJ; Zhou HY; Guo B
PLoS One; 2020; 15(8):e0237926. PubMed ID: 32853214
[TBL] [Abstract][Full Text] [Related]
17. Effectiveness of problem-based learning in Chinese pharmacy education: a meta-analysis.
Zhou J; Zhou S; Huang C; Xu R; Zhang Z; Zeng S; Qian G
BMC Med Educ; 2016 Jan; 16():23. PubMed ID: 26787019
[TBL] [Abstract][Full Text] [Related]
18. Improved performance of students instructed in a hybrid PBL format.
Lian J; He F
Biochem Mol Biol Educ; 2013; 41(1):5-10. PubMed ID: 23382120
[TBL] [Abstract][Full Text] [Related]
19. Comparison of problem-based learning and traditional teaching methods in medical psychology education in China: A systematic review and meta-analysis.
Gao J; Yang L; Zhao J; Wang L; Zou J; Wang C; Fan X
PLoS One; 2020; 15(12):e0243897. PubMed ID: 33315939
[TBL] [Abstract][Full Text] [Related]
20. Effects of problem-based learning in paediatric education in China: a meta-analysis.
Gao X; Luo S; Mu D; Xiong Y; Guanjian L; Wan C
J Evid Based Med; 2016 Aug; 9(3):136-143. PubMed ID: 26845692
[TBL] [Abstract][Full Text] [Related]
[Next] [New Search]