Comparing the seminar-case learning and lecture-based learning models in medical education: a meta-analysis of randomized controlled trials

Abstract

Background

The seminar-case learning (SCL) model is a case-oriented teaching model, characterized by communication, interaction and mutual inspiration. This study aimed to investigate the impact of SCL versus lecture-based learning (LBL) on medical education outcomes.

Methods

A comprehensive search was conducted across seven distinct databases, covering the period from their inception until June 2024. Article selection was independently performed by two authors, adhering to predefined inclusion and exclusion criteria. Randomized controlled trials (RCTs) that evaluated the effects of the SCL model in comparison to the LBL model were included. The meta-analysis was executed using RevMan 5.4 software.

Results

Sixteen RCTs involving 956 medical students were included in the meta-analysis. The implementation of the SCL model significantly improved theoretical knowledge scores (MD 5.21, 95% CI 3.27–7.16; p < 0.00001), case analysis scores (MD 4.12, 95% CI 2.13–6.11; p < 0.0001) and skill scores (MD 5.37, 95% CI 3.53–7.21; p < 0.00001). Furthermore, the SCL model significantly improved teaching ability, including learning interest, self-learning ability and clinical thinking ability. Despite experiencing a heightened sense of burden, students in the SCL group reported greater satisfaction compared to their counterparts in the LBL group.

Conclusions

In comparison to the LBL model, the SCL model significantly improved students' outcomes. In addition, the SCL model could promote the cultivation of the clinical thinking and assist students in bridging the gap between theoretical knowledge and clinical practice.