Effectiveness of student-centered active learning models versus lecture-based learning in Chinese medical education: a systematic review and meta-analysis of Chinese database–indexed randomized trials

A systematic review and meta-analysis of 38 randomized controlled trials from Chinese databases evaluated the effectiveness of student-centered active learning models (including problem-based, case-based, and team-based learning) compared to traditional lecture-based learning in Chinese medical education. The study aimed to assess these models' efficacy, but specific meta-analysis outcomes were not detailed in the provided abstract due to initial heterogeneity in the data.

Why it matters

This research contributes to understanding effective pedagogical approaches in professional education, particularly within medical fields. The findings, once fully disseminated, could inform decisions on curriculum development and resource allocation to optimize learning outcomes and student preparedness.

Key insights

• The analysis focused on comparing student-centered active learning models (PBL, CBL, TBL, and combinations) against lecture-based learning (LBL).
• The review was limited to randomized controlled trials indexed in major Chinese databases (China National Knowledge Infrastructure, Wanfang Database, VIP Database).
• International biomedical or education databases (e.g., PubMed, Web of Science, Embase, ERIC, Scopus) were explicitly excluded from the search.
• Meta-analyses were conducted, but the specific results regarding the effectiveness of active learning models were not provided in the source due to high initial heterogeneity in outcome score data.

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1756947