Conduct large-scale, well-designed RCTs with multiple outcome indicators to evaluate new teaching methods¶

Strategy · All strategies
Evidence · 2 claims (2 for) · 1 study (1 quant-synthesis), q3 · 1 of 1 report an effect size · 2 claims rest on one study

Description¶

The article recommends that "more large-scale and well-designed RCT studies should be conducted to increase the frequency in the reporting of accurate results" and that learning outcomes "should not only include examination-based scores but also be evaluated from multiple perspectives". Future research should involve more indicators to comprehensively assess learning outcomes and psychological impact on students.

Design Implications¶

Context¶

Requirements¶

• Requires well-designed RCTs reporting accurate results and multiple outcome indicators beyond examination scores

Constraints¶

• The article notes current studies lack blinding of subjects and evaluators, and randomization methods are often unclear, reducing reliability

Target Learners¶

• resident physicians in standardized training

Target Learning Goals¶

• comprehensive assessment of teaching method effectiveness

Claims¶

• Most new teaching methods reduce dissatisfaction relative to LBL, with WeChat-based combinations most favoured by residents [+W]
• PBL combined with clinical practice yields the largest improvement in medical record analysis scores versus LBL [+W]

Related Strategies¶

• Future active-learning research should use randomised controlled designs with larger samples and standardised outcome measures
• Use large samples, true experimental designs, and moderate treatment durations when evaluating SRL scaffolds
• Future psychiatry education technology studies should use active comparators, standardized assessment tools, and long-term follow-up
• Prioritize larger randomized trials in pedagogical research and more representative evaluations across Africa
• Future MBI trials for youth should use scaled-up definitive designs with active intervention controls and embedded mechanism measures

Examples¶

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Key Sources¶

• Guan Cheng Ye, Chun Ping Liu, Wei Li, Hua Chao Zhu, Liu Lv, Zhen Hong Zhu, Yong Hong Wang, Jie Hu, Xiao Jia Zheng, Jing Ying Fang, Yu Cao Ma, Ming Xuan Liu, Yi Wen Wang, Ying Kai Gao, Zi Yu Zhang, Lu Ming Zhao, Cun Xiang Xie, Min Yee Lim, Hai Long Wang. (2025). Effectiveness of multiple teaching methods in standardized training of internal medicine residents in China: a network meta-analysis. BMC Medical Education. https://doi.org/10.1186/s12909-025-07020-1