Medical students’ perspective on ‘effects of seminar teaching method versus lecture-based learning in medical education: A meta-analysis of randomized controlled trials’

Shahzaib Asghara Queen Mary University of London Barts and The London School of Medicine and Dentistry, Medicine, University of London Student Office, London, UKCorrespondence[email protected]

https://orcid.org/0000-0002-9365-0808

Saamed Rahmanb Department of Medical Sciences, University College London, London, UK

Shahzaib Shaikhb Department of Medical Sciences, University College London, London, UK

Sulaimaan Aslamc Department of Medical Sciences, Barts and The London School of Medicine and Dentistry Blizard Institute, London, UK

https://orcid.org/0000-0001-7439-3984

Tasvee Karaniac Department of Medical Sciences, Barts and The London School of Medicine and Dentistry Blizard Institute, London, UK

References

Biglu M, Nateqv F, Ghojazadeh M, Asgharzadeh A. 2017. Communication skills of physicians and patients’ satisfaction. Mater Sociomed. 29(3):192.
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Bradbury NA. 2016. Attention span during lectures: 8 seconds, 10 minutes, or more? Adv Physiol Educ. 40(4):509–513.
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Zeng HL, Chen DX, Li Q, Wang XY. 2020. Effects of seminar teaching method versus lecture-based learning in medical education: a meta-analysis of randomized controlled trials. Med Teach. 42(12):1343–1349.
PubMed Web of Science ®Google Scholar

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Medical students’ perspective on ‘effects of seminar teaching method versus lecture-based learning in medical education: A meta-analysis of randomized controlled trials’

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Medical students’ perspective on ‘effects of seminar teaching method versus lecture-based learning in medical education: A meta-analysis of randomized controlled trials’

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