Electronic Journal of Liver Tumor ›› 2025, Vol. 12 ›› Issue (2): 44-53.

• Medical education • Previous Articles     Next Articles

A network Meta-analysis of the impact of various teaching methods on medical students' doctor-patient communication

Yang Min1, Zhou Yongjia2, Xu Caihua2, Liu Jingyi3, Zhou Haiyan4, Li Jiang3, Cong Minghua1,*   

  1. 1. Department of Comprehensive, National Cancer Center/National Clinical Research Center for Cancer/Cancer Hospital, Chinese Academy of Medical Sciences and Peking Union Medical College, Beijing 100021, China;
    2. Center of Evidence Based Medicine, Lanzhou University, School of Basic Medicine, Lanzhou 730000, Gansu, China;
    3. Cancer Early Diagnosis and Treatment Office, National Cancer Center/National Clinical Research Center for Cancer/Cancer Hospital, Chinese Academy of Medical Sciences and Peking Union Medical College, Beijing 100021, China;
    4. Department of Education, National Cancer Center/National Clinical Research Center for Cancer/Cancer Hospital, Chinese Academy of Medical Sciences and Peking Union Medical College, Beijing 100021, China
  • Received:2025-02-18 Published:2025-07-29
  • Contact: *Cong Minghua, E-mail: doccong@vip.163.com

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Abstract: Objective: To compare the effectiveness of different teaching methods in enhancing the communication skills of medical students in China, providing evidence-based recommendations for optimal teaching strategies.
Methods: From the establishment of the library until October 15, 2024, a systematic search was conducted in seven databases, including China National Knowledge Infrastructure, China Biomedical Literature Database, PubMed, and Web of Science, to evaluate teaching methods on doctor-patient communication among Chinese medical students. Two independent reviewers screened the studies, extracted relevant data, assessed the risk of bias, and performed statistical analyses.
Results: A total of 26 studies involving 2 045 participants and 14 different teaching methods were included. Network Meta-analysis and cumulative ranking probability plots indicated that case-based learning combined with standardized patient teaching (weighted mean difference [WMD]=7.68, 95% confidence interval [95%CI]: 4.76-10.59) and small private online course combined with case-based learning (WMD=7.67, 95%CI: 1.04-14.30) were the most effective in improving medical students' doctor-patient communication skills. Subgroup analysis showed that case-based learning alone was more effective in improving communication skills among medical students and interns, while case-based learning combined with standardized patient teaching was more effective for residents and attending physicians.
Conclusion: Case-based learning combined with standardized patient learning or small private online course appear to be superior to other teaching methods for enhancing doctor-patient communication skills. However, the selection of teaching strategies should be tailored to the specific characteristics of the learners to maximize effectiveness in practical applications.

Key words: Teaching methods, Medical students, Doctor-patient communication, Network Meta-analysis