SYSTEMATIC REVIEW article
Front. Med.
Sec. Healthcare Professions Education
Volume 12 - 2025 | doi: 10.3389/fmed.2025.1592199
Effect of problem-based learning combined with seminar versus traditional teaching method in medical education in China: a systematic evaluation and meta-analysis
Provisionally accepted
- 1Chengdu University of Traditional Chinese Medicine, Chengdu, China
- 2Department of Tuina, Hospital of Chengdu University of Traditional Chinese Medicine, Department of Tuina, The First Affiliated Hospital of Chengdu University of Traditional Chinese Medicine, Chengdu, Sichuan Province, China
- 3College of Basic Medicine, Chengdu University of Traditional Chinese Medicine, Chengdu, China
- 4Department of Tuina, Hospital of Chengdu University of Traditional Chinese Medicine, Chengdu, China
- 5Guang’an Traditional Chinese Medicine Hospital, Guang'an, China
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Objective: This study systematically evaluates the effectiveness of combining problem-based learning with the seminar teaching method and the traditional lecture-based learning model in medical education by meta-analysis. Methods: A computer-based search of major domestic and international literature databases was conducted, including PubMed, EMBASE, Web of Science Core Collection, Cochrane Library, China National Knowledge Infrastructure(CNKI), Wanfang Database, VIP Chinese Science and Technology Periodicals Database, and China Biology Medicine disc(CBMdisc). The search period spanned from the inception of the databases to August 30, 2024. Quantitative synthesis was performed using the Rev Man V.5.4 software, following the Cochrane Reviewer’s Handbook guidelines and the Preferred Reporting Items for Systematic Reviews and Meta-analyses statement. Results: A total of 13 articles involving 857 medical students were included. The meta analysis results revealed statistically significant differences between the experimental and control groups in the following areas: theoretical knowledge scores (MD = 4.99, 95% CI: 4.29–5.69, p < 0.00001); clinical skill scores (MD = 4.98，95%CI:4.21–5.75，p < 0.00001); case analysis ability (SMD = 3.07, 95% CI: 2.66–3.47, p < 0.00001); Learning interest (SMD = 2.46, 95% CI: 1.89–3.03, p < 0.00001); Active learning (SMD = 3.26, 95% CI: 2.66–3.85, p < 0.00001); teamwork abilities (SMD = 1.66, 95% CI: 1.27–2.05, p < 0.00001); students' research and academic ability (MD = 26.85, 95% CI: 24.79–28.91, p < 0.00001). The experimental group demonstrated superior outcomes in all areas compared to the control group. Conclusion: This meta-analysis showed that the integration of problem-based learning and seminar teaching methods is an effective method for improving theoretical knowledge scores, clinical skill scores, case analysis ability, learning interest, active learning, teamwork abilities and research and academic ability.
Keywords: Problem-Based Learning, Seminar, Medical Education, Application effectiveness, Meta-analysis
Received: 12 Mar 2025; Accepted: 09 Jun 2025.
Copyright: © 2025 Wang, Yuan, Guo, Zheng, Luo and Qian. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence:
Haozhong Wang, Chengdu University of Traditional Chinese Medicine, Chengdu, China
Jian Luo, Department of Tuina, Hospital of Chengdu University of Traditional Chinese Medicine, Chengdu, China
Junhui Qian, Department of Tuina, Hospital of Chengdu University of Traditional Chinese Medicine, Chengdu, China
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