Effects of six teaching strategies on medical students: protocol for a systematic review and network meta-analysis

作者全名："Zhang, Shuailong; Zhu, Dongmei; Wang, Xiaqing; Liu, Tianyao; Wang, Lian; Fan, Xiaotang; Gong, Hong"

作者地址："[Zhang, Shuailong; Wang, Xiaqing; Liu, Tianyao; Wang, Lian; Fan, Xiaotang; Gong, Hong] Third Mil Med Univ, Army Med Univ, Sch Psychol, Dept Mil Cognit Psychol, Chongqing 40038, Peoples R China; [Zhang, Shuailong] Third Mil Med Univ, Army Med Univ, Battal 2022 Cadet Brigade, Chongqing, Peoples R China; [Zhu, Dongmei] Dept Hosp Infect Control, Chongqing Hlth Ctr Women & Children, Chongqing 401147, Peoples R China; [Zhu, Dongmei] Chongqing Med Univ, Dept Hosp Infect Control, Women & Childrens Hosp, Chongqing 401147, Peoples R China"

通信作者："Fan, XT; Gong, H (通讯作者)，Third Mil Med Univ, Army Med Univ, Sch Psychol, Dept Mil Cognit Psychol, Chongqing 40038, Peoples R China."

来源：BMJ OPEN

ESI学科分类：CLINICAL MEDICINE

WOS号：WOS:001159018500023

JCR分区：Q1

影响因子：2.9

年份：2024

卷号：14

期号：1

开始页：　

结束页：　

文献类型：Review

关键词：Meta-Analysis; Systematic Review; EDUCATION & TRAINING (see Medical Education & Training)

摘要："Introduction Mounting evidence has suggested that novel teaching strategies have a positive impact on the quality and efficiency of medical education. However, the comprehensive evidence about the superiority among various strategies is not clear. To address this issue, we aim to conduct a systematic review and network meta-analysis (NMA) to evaluate the effects of six main strategies on medical education, including case-based learning, problem-based learning, team-based learning, flipped classrooms, simulation-based education and bridge-in, objective, preassessment, participatory learning, postassessment and summary. Methods and analysis A systematic search will be conducted in PubMed, Embase, Web of Science and the Cochrane Library, covering studies published from database inception to November 2023. Randomised controlled trials which evaluated the different teaching methods and meet the eligibility criteria will be included. The effectiveness of medical students' learning, which is evaluated by theoretical test score, experimental or practical test score, will be analysed as the primary outcomes. Besides, the secondary outcomes consist of learning satisfaction of students and formative evaluation score. The study selection and data extraction will be independently performed by two authors. The risk of bias in each study will be assessed using V.2 of the Cochrane risk-of-bias tool for randomised controlled trials. To compare the effects of six teaching strategies, pairwise meta-analysis and NMA will be performed using Rev Man, STATA and R software. Statistical analyses including homogeneity tests, sensitivity analysis, consistency tests, subgroup analysis, Egger's test and publication bias will also be completed."

基金机构："National Natural Science Foundation of China [82201687, 82071544]; Open Fund of Guangxi Key Laboratory of Brain and Cognitive Neuroscience (Guilin Medical University) [GKLBCN- 202301- 04]"

基金资助正文："This study was funded by the National Natural Science Foundation of China (Grant No. 82201687, 82071544) and the Open Fund of Guangxi Key Laboratory of Brain and Cognitive Neuroscience (Guilin Medical University) (Grant No. GKLBCN- 202301- 04)."