Abstract
Objective To evaluate the effects of inquiry-based teaching methods for medical undergraduates , and to provide scientific evidence for the improvement of undergraduate teaching methods. Methods A systematic review method was used to retrieve the randomized controlled studies of inquiry-based teaching in CNKI, WANFANG and VIP. ReviewManager5.3 software was used for Meta analysis. Results Meta analysis showed that the theoretical test scores [SMD= 0.98, 95% CI (0.87, 1.09), P<0.01] and the practical test scores [SMD=11.72, 95% CI (10.79, 12.65), P<0.01] of the experimental group were better than those of the control group. Conclusions Inquiry-based teaching method is more effective than traditional teaching method in medical undergraduate teaching. Key words: Inquiry-based learning; Systematic review; Meta-analysis; Medical related majors; Undergraduate
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