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Randomized, controlled study evaluating multi-disciplinary team-based learning (MDTBL) as optimal teaching paradigm for residents, comparing with problem-based learning (PBL) and lecture-based learning (LBL)

Crossref DOI link: https://doi.org/10.1186/s12909-026-08569-1

Published Online: 2026-01-08

Update policy: https://doi.org/10.1007/springer_crossmark_policy

Authors

Tao, Runyi https://orcid.org/0000-0001-6394-8796
Gao, Shan https://orcid.org/0000-0002-9978-4794
Feng, Jinteng https://orcid.org/0000-0002-1415-6423
Sun, Yizhao https://orcid.org/0009-0009-7332-2223
Li, Yixing https://orcid.org/0009-0007-3010-4205
Wang, Zhiyu https://orcid.org/0009-0001-5368-6590
Liu, Bohao https://orcid.org/0000-0003-1092-5341
Zhu, Xingzhuo https://orcid.org/0000-0001-6143-8012
Wang, Hongyi https://orcid.org/0000-0002-0889-661X
Jia, Xi

Zhang, Guangjian https://orcid.org/0000-0003-0663-6256
Gao, Rui https://orcid.org/0000-0003-4841-5929
Funding

Funding for this research was provided by:

Key Project of Teaching Reform in the First Affiliated Hospital of Xi'an Jiaotong University (No. JG2023-0203)
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Text and Data Mining valid from 2026-01-08

Version of Record valid from 2026-02-04
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Article History

Received: 18 October 2025

Accepted: 2 January 2026

First Online: 8 January 2026

Declarations

:

: This study was performed in accordance with the Declaration of Helsinki. Ethical approval was granted by the Institutional Review Board and Ethics Committee of the First Afflicted Hospital of Xi'an Jiaotong University (Reference number: XJTU1AF2022LSYY-402). Written informed consent was obtained from all participating students.

: Not applicable.

: The authors declare no competing interests.

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