Effects of standardised patients (SP) combined with case-based learning (CBL) in Chinese clinical education: a systematic review and meta-analysis

作者：Zhaoju Yu, Zhao Zhao, Xinyue Chen, Jiayi Shi, Yiting Liang, Xicheng Zhang, Meihua Qu, Meiyue Huang, Panpan Li, Dan Li, Man Li, Jin-Bo He · 发表于：BMJ Open · 年份：2025 · DOI：10.1136/bmjopen-2024-095705 · 被引用次数：10 · 研究领域：Problem and Project Based Learning、Innovations in Medical Education、E-Learning and COVID-19

OBJECTIVES: Combining standardised patients (SP) with case-based learning (CBL) enriches the learning experience by immersing learners in diverse clinical scenarios. This meta-analysis study aims to assess the intervention effects of this teaching approach on Chinese medical students' and resident physicians' teaching satisfaction, theoretical knowledge achievements and clinical practice performance. DESIGN: A systematic review and meta-analysis through Preferred Reporting Items for Systematic Reviews and Meta-Analyses 2020 statement. DATA SOURCES: PubMed, Web of Science, Cochrane Library, Education Resources Information Center, China National Knowledge Infrastructure, Wanfang Database and the VIP Database from their inception up to 30 April 2025. ELIGIBILITY CRITERIA : Included studies were randomised controlled trials (RCTs) comparing SP+CBL (experimental group) with lecture-based learning (LBL) (control group) among Chinese medical students and resident physicians, with outcomes including teaching satisfaction, theoretical knowledge scores and clinical practice performance. Non-English/non-Chinese studies, non-RCTs, duplicate publications, studies with incomplete data or irrelevant topics were excluded. DATA EXTRACTION AND SYNTHESIS: statistics. Odds ratios (ORs) and mean differences (MDs) with 95% confidence intervals (CIs) were calculated. Evidence profiles were generated using the Grading of Recommendations, Assessment, Development and Evaluations (GRADE) approach. Publ...