Evaluation of seminar teaching method in oncology education

doi:10.3760/cma.j.cn115259-20201009-01437

Abstract

Abstract: Objective To evaluate the effect of seminar teaching model in oncology education. Methods The CNKI,VIP and Wanfang databases were searched and the literature about seminar teaching model applied in oncology education was reviewed. After quality evaluation, literature data of learning outcomes of seminar teaching method was collected followed by meta-analysis. Results Seven literatures that met the standard were included. The results of meta-analysis show that: (1)The teaching method of seminar is superior to traditional teaching method in terms of the overall assessment score (SMD=1.21, 95%CI=0.47~1.96, P<0.01), theoretical assessment score (SMD=0.96, 95%CI=0.47~1.45, P<0.01) and clinical skill assessment score (SMD=1.60, 95%CI=1.07~2.14, P<0.01);(2)Seminar teaching method can obtain higher student satisfaction (RR=1.35, 95%CI=1.16~1.57, P<0.01); (3)With the seminar teaching method, students' learning interest can be stimulated more than that of traditional teaching method (RR=1.53, 95%CI=1.18~1.98, P<0.01).Conclusions Seminar teaching method is more effective than traditional one in oncology education.

Key words: Seminar teaching, Oncology, Assessment score, Meta-analysis

CLC Number:

Lu Yajie, Kong Shengnan, Zhang Hongmei. Evaluation of seminar teaching method in oncology education[J]. Chinese Journal of Medical Education, 2021, 41(8): 695-698.

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