188 related articles for article (PubMed ID: 36186766)
1. 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]
2. Application effect of BOPPPS teaching model on fundamentals of nursing education: a meta-analysis of randomized controlled studies.
Li Y; Li X; Liu Y; Li Y
Front Med (Lausanne); 2024; 11():1319711. PubMed ID: 38784229
[TBL] [Abstract][Full Text] [Related]
3. 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]
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. 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]
6. Effect of the BOPPPS model combined with case-based learning versus lecture-based learning on ophthalmology education for five-year paediatric undergraduates in Southwest China.
Chen L; Tang XJ; Chen XK; Ke N; Liu Q
BMC Med Educ; 2022 Jun; 22(1):437. PubMed ID: 35668389
[TBL] [Abstract][Full Text] [Related]
7. Blended learning vs traditional teaching: The potential of a novel teaching strategy in nursing education - a systematic review and meta-analysis.
Du L; Zhao L; Xu T; Wang Y; Zu W; Huang X; Nie W; Wang L
Nurse Educ Pract; 2022 Aug; 63():103354. PubMed ID: 35580368
[TBL] [Abstract][Full Text] [Related]
8. 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]
9. Effectiveness of flipped classrooms in Chinese baccalaureate nursing education: A meta-analysis of randomized controlled trials.
Hu R; Gao H; Ye Y; Ni Z; Jiang N; Jiang X
Int J Nurs Stud; 2018 Mar; 79():94-103. PubMed ID: 29223013
[TBL] [Abstract][Full Text] [Related]
10. Comparison of the BOPPPS model and traditional instructional approaches in thoracic surgery education.
Hu K; Ma RJ; Ma C; Zheng QK; Sun ZG
BMC Med Educ; 2022 Jun; 22(1):447. PubMed ID: 35681190
[TBL] [Abstract][Full Text] [Related]
11. Application of the BOPPPS-CBL model in electrocardiogram teaching for nursing students: a randomized comparison.
Wen H; Xu W; Chen F; Jiang X; Zhang R; Zeng J; Peng L; Chen Y
BMC Med Educ; 2023 Dec; 23(1):987. PubMed ID: 38129836
[TBL] [Abstract][Full Text] [Related]
12. Effect of blended learning with BOPPPS model on Chinese student outcomes and perceptions in an introduction course of health services management.
Ma X; Ma X; Li L; Luo X; Zhang H; Liu Y
Adv Physiol Educ; 2021 Jun; 45(2):409-417. PubMed ID: 34018832
[TBL] [Abstract][Full Text] [Related]
13. Flipped classroom improves student learning outcome in Chinese pharmacy education: A systematic review and meta-analysis.
Peng W; Xiong Y; Wei J; Chen X; Huai W; He S; Liu D; Tian X; Tang S; Chen Y
Front Pharmacol; 2022; 13():936899. PubMed ID: 36110553
[No Abstract] [Full Text] [Related]
14. 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]
15. Team-based learning pedagogy enhances the quality of Chinese pharmacy education: a systematic review and meta-analysis.
Lang B; Zhang L; Lin Y; Han L; Zhang C; Liu Y
BMC Med Educ; 2019 Jul; 19(1):286. PubMed ID: 31357986
[TBL] [Abstract][Full Text] [Related]
16. 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]
17. 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]
18. 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]
19. 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]
20. Assessment of the effectiveness of BOPPPS-based hybrid teaching model in physiology education.
Liu XY; Lu C; Zhu H; Wang X; Jia S; Zhang Y; Wen H; Wang YF
BMC Med Educ; 2022 Mar; 22(1):217. PubMed ID: 35354465
[TBL] [Abstract][Full Text] [Related]
[Next] [New Search]
