Trial reportBMC medical education2026
Reforming hospital management education with the P-MASE pedagogy: a randomized controlled trial.
Trial report in BMC medical education, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
5 authors.
Funding
Abstract
backgroundTo address persistent gaps in hospital management education—including outdated theoretical instruction, insufficient competency assessment, and limited interdisciplinary training—we developed and evaluated the P-MASE pedagogy (Problem-based, Mobile, Authentic, Social, Experiential) to narrow the knowing–doing gap.
methodsIn a prospective, parallel-group randomized controlled trial, 120 undergraduates from a medical university were allocated 1:1 to the P-MASE pedagogy or traditional instruction a 16-week teaching period followed by a 4-week evaluation. The primary outcome was the closed-book examination score. Secondary outcomes included skills—Diagnosis-Related Groups (DRG) grouping accuracy, empathy in crisis statements, and departmental budgeting satisfaction; learning process—weekly platform logins, valid discussion posts, and modeled Emergency Department (ED) waiting-time reduction rate; and teaching satisfaction. A combined evaluation framework integrating data-driven metrics, simulation modeling, and Natural Language Processing (NLP) was applied. Outcome assessors were blinded to group allocation. A two-sided α of 0.05 was used.
resultsIn this educational RCT, the P-MASE group had higher closed-book examination scores than the control group (88.3 ± 3.2 vs. 73.6 ± 5.8, P < 0.001). The P-MASE group also demonstrated better performance on standardized simulation/task-based assessments and showed higher learning engagement and teaching satisfaction than the control group (all P < 0.05).
conclusionsP-MASE was associated with higher short-term educational outcomes in this course-based setting. Findings should be interpreted within the educational context of this course.
trial registrationChinese Clinical Trial Registry (ChiCTR), ChiCTR2400082568. Registered on 01 April 2024.
Indexed as
Identifiers
What Socratic holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the Socratic graph.