Titre : Groupes témoins

Groupes témoins : Questions médicales fréquentes

Termes MeSH sélectionnés :

Problem-Based Learning

Questions fréquentes et termes MeSH associés

Diagnostic 4

#1

Comment identifier un groupe témoin ?

Un groupe témoin est constitué de participants similaires au groupe traité, mais sans intervention.
Groupes témoins Méthodes de recherche
#2

Quel est le rôle d'un groupe témoin ?

Il permet d'évaluer l'effet d'un traitement en comparant les résultats avec ceux du groupe traité.
Groupes témoins Évaluation des traitements
#3

Comment choisir un groupe témoin ?

Le choix doit se baser sur des critères d'inclusion similaires à ceux du groupe traité.
Groupes témoins Critères d'inclusion
#4

Les groupes témoins sont-ils toujours nécessaires ?

Oui, ils sont essentiels pour établir des comparaisons valides dans les études cliniques.
Groupes témoins Essais cliniques

Symptômes 2

#1

Les groupes témoins montrent-ils des symptômes ?

Non, ils ne reçoivent pas de traitement, donc ils ne présentent pas de symptômes liés au traitement.
Groupes témoins Symptômes
#2

Comment les symptômes sont-ils évalués ?

Les symptômes sont évalués par des questionnaires ou des examens cliniques dans les deux groupes.
Évaluation des symptômes Groupes témoins

Prévention 2

#1

Les groupes témoins aident-ils à la prévention ?

Oui, ils permettent d'évaluer l'efficacité des interventions préventives par comparaison.
Prévention Groupes témoins
#2

Comment les groupes témoins influencent-ils la prévention ?

Ils fournissent des données sur l'impact des mesures préventives en comparaison avec l'absence d'intervention.
Mesures préventives Groupes témoins

Traitements 2

#1

Quel type de traitement est comparé ?

Le traitement expérimental est comparé à un placebo ou à un traitement standard dans le groupe témoin.
Traitements expérimentaux Groupes témoins
#2

Comment les résultats sont-ils mesurés ?

Les résultats sont mesurés par des critères prédéfinis, comme l'amélioration des symptômes.
Mesure des résultats Groupes témoins

Complications 2

#1

Les complications sont-elles observées dans les groupes témoins ?

Les complications peuvent être observées, mais elles ne sont pas dues au traitement expérimental.
Complications Groupes témoins
#2

Comment les complications sont-elles analysées ?

Elles sont analysées en comparant leur fréquence entre le groupe témoin et le groupe traité.
Analyse des complications Groupes témoins

Facteurs de risque 2

#1

Les groupes témoins aident-ils à identifier des facteurs de risque ?

Oui, ils permettent de comparer les facteurs de risque entre les groupes traité et témoin.
Facteurs de risque Groupes témoins
#2

Comment les facteurs de risque sont-ils évalués ?

Ils sont évalués par des questionnaires et des analyses statistiques dans les deux groupes.
Évaluation des facteurs de risque Groupes témoins
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Dr Olivier Menir

Contenu validé par Dr Olivier Menir

Expert en Médecine, Optimisation des Parcours de Soins et Révision Médicale


Validation scientifique effectuée le 21/04/2025

Contenu vérifié selon les dernières recommandations médicales

Auteurs principaux

Thomas Steger-Hartmann

5 publications dans cette catégorie

Affiliations :
  • Bayer Research & Development, Pharmaceuticals, Investigative Toxicology, Berlin, Germany.

Tania Rivera-Hernandez

2 publications dans cette catégorie

Affiliations :
  • School of Chemistry and Molecular Biosciences and Australian Infectious Diseases Research Centre, The University of Queensland, St. Lucia, Queensland, Australia.
Publications dans "Groupes témoins" :

Mark J Walker

2 publications dans cette catégorie

Affiliations :
  • School of Chemistry and Molecular Biosciences and Australian Infectious Diseases Research Centre, The University of Queensland, St. Lucia, Queensland, Australia.
Publications dans "Groupes témoins" :

Mark R Davies

2 publications dans cette catégorie

Affiliations :
  • Department of Microbiology and Immunology, The University of Melbourne, at the Peter Doherty Institute for Infection and Immunity, Melbourne, Victoria, Australia.
Publications dans "Groupes témoins" :

Alexander Gurjanov

2 publications dans cette catégorie

Affiliations :
  • Bayer Research & Development, Pharmaceuticals, Investigative Toxicology, Berlin, Germany. Electronic address: alexander.gurjanov@bayer.com.

Lea A I Vaas

2 publications dans cette catégorie

Affiliations :
  • Bayer Research & Development, Pharmaceuticals, Research & Pre-Clinical Statistics Group, Berlin, Germany.

Matthew Clark

2 publications dans cette catégorie

Affiliations :
  • KALOS Technologies, Philadelphia, Pennsylvania, USA.

Alexander Amberg

2 publications dans cette catégorie

Affiliations :
  • Sanofi, Preclinical Safety, Frankfurt, Germany.

Frank Bringezu

2 publications dans cette catégorie

Affiliations :
  • Merck Healthcare KGaA, Chemical & Preclinical Safety, Darmstadt, Germany.

Wolfgang Muster

2 publications dans cette catégorie

Affiliations :
  • Roche Pharmaceutical Research & Early Development, Pharmaceutical Sciences, Roche Innovation Center, Basel, Switzerland.

Brice Batomen

1 publication dans cette catégorie

Affiliations :
  • Dalla Lana School of Public Health, University of Toronto, Toronto, ON, Canada.
Publications dans "Groupes témoins" :

Tarik Benmarhnia

1 publication dans cette catégorie

Affiliations :
  • Scripps Institution of Oceanography, University of California San Diego, La Jolla, CA, USA.
  • Irset Institut de Recherche en Santé, Environnement et Travail, Inserm, University of Rennes, EHESP, Rennes, France.
Publications dans "Groupes témoins" :

Hua Li

1 publication dans cette catégorie

Affiliations :
  • Center for Molecular Imaging and Translational Medicine, State Key Laboratory of Molecular Vaccinology and Molecular Diagnostics, School of Public Health, Xiamen University Xiamen Fujian 361102 China zhangxzh@xmu.edu.cn zijing.li@xmu.edu.cn.
Publications dans "Groupes témoins" :

Lumei Huang

1 publication dans cette catégorie

Affiliations :
  • Center for Molecular Imaging and Translational Medicine, State Key Laboratory of Molecular Vaccinology and Molecular Diagnostics, School of Public Health, Xiamen University Xiamen Fujian 361102 China zhangxzh@xmu.edu.cn zijing.li@xmu.edu.cn.
Publications dans "Groupes témoins" :

Hailong Jiang

1 publication dans cette catégorie

Affiliations :
  • Center for Molecular Imaging and Translational Medicine, State Key Laboratory of Molecular Vaccinology and Molecular Diagnostics, School of Public Health, Xiamen University Xiamen Fujian 361102 China zhangxzh@xmu.edu.cn zijing.li@xmu.edu.cn.
Publications dans "Groupes témoins" :

Jianyang Fang

1 publication dans cette catégorie

Affiliations :
  • Center for Molecular Imaging and Translational Medicine, State Key Laboratory of Molecular Vaccinology and Molecular Diagnostics, School of Public Health, Xiamen University Xiamen Fujian 361102 China zhangxzh@xmu.edu.cn zijing.li@xmu.edu.cn.
Publications dans "Groupes témoins" :

Zhide Guo

1 publication dans cette catégorie

Affiliations :
  • Center for Molecular Imaging and Translational Medicine, State Key Laboratory of Molecular Vaccinology and Molecular Diagnostics, School of Public Health, Xiamen University Xiamen Fujian 361102 China zhangxzh@xmu.edu.cn zijing.li@xmu.edu.cn.
Publications dans "Groupes témoins" :

Fei Gao

1 publication dans cette catégorie

Affiliations :
  • Center for Molecular Imaging and Translational Medicine, State Key Laboratory of Molecular Vaccinology and Molecular Diagnostics, School of Public Health, Xiamen University Xiamen Fujian 361102 China zhangxzh@xmu.edu.cn zijing.li@xmu.edu.cn.
Publications dans "Groupes témoins" :

Mei Chen

1 publication dans cette catégorie

Affiliations :
  • College of Materials Science and Engineering, Hunan University Changsha Hunan 410082 China.
Publications dans "Groupes témoins" :

Duo Xu

1 publication dans cette catégorie

Affiliations :
  • Center for Molecular Imaging and Translational Medicine, State Key Laboratory of Molecular Vaccinology and Molecular Diagnostics, School of Public Health, Xiamen University Xiamen Fujian 361102 China zhangxzh@xmu.edu.cn zijing.li@xmu.edu.cn.
Publications dans "Groupes témoins" :

Sources (10000 au total)

Simulation-Based Learning Combined with Case and Problem-Based Learning in the Clinical Education of Joint Surgery.

Traditional education of clinical training mainly relies on a single mode of lecture-based learning (LBL), in which the teacher lectures and the students listen, and the teaching effect is often unsat... Through objective evaluation of joint surgery students' theoretical knowledge and clinical skills, and subjective evaluation of teaching quality by anonymous questionnaire, the teaching effects of LBL... Sixty students who participated in the standardized training of residents in the Center for Joint Surgery, Southwest Hospital, Army University, China from March 2020 to September 2021 were selected an... The scores of theoretical knowledge, clinical skills and total score of group C were (86.40 ± 9.76), (92.15 ± 4.49), (88.70 ± 5.75) points respectively, which were significantly higher than (78.80 ± 1... SBL combined with CPBL teaching mode can effectively improve the theoretical knowledge and clinical skills of the students, which could improve self-assessment and teaching satisfaction rate, and is w...

Perceptions of medical students at Najran University on the effectiveness of problem-based learning and team-based learning.

Team-based learning (TBL) and problem-based learning (PBL) are two effective educational approaches used in medical education for increasing knowledge acquisition, learning motivation, and collaborati... The present study aimed to evaluate the perceptions of current or previous preclinical students at the College of Medicine, Najran University (NU) about the effectiveness of PBL and TBL and to assess ... A cross-sectional survey was conducted on 106 preclinical students at NU, Saudi Arabia. The survey questionnaire was validated by a pilot study and designed based on Kirkpatrick's evaluation model. De... 73.6% of participants enjoyed PBL and found it motivating compared to TBL and classic lectures. PBL was reported as more effective for knowledge acquisition (50%), teamwork (62.3%), and high academic ... It is concluded that PBL was more favored by the students regarding the learning outcomes. TBL was reported to need more individual preparation and effort and require lecturer involvement, suggesting ...

Effectiveness of tutor shadowing on faculty development in problem-based learning.

To enhance tutors' teaching skills, tutor shadowing for novice tutors of problem-based learning (PBL) in addition to conventional faculty development (FD) was applied. This study aimed to develop a tu... This study employed a before-and-after study design with three phases. In phase 1, a TS-scale was elaborated. A validity examination was performed in phase 2. Phase 3 was a study of the effectiveness ... A TS-scale with a 32-item questionnaire of self-rated confidence for PBL tutors was identified in phase 1. In phase 2, 7 experienced specialists in medical education were invited to evaluate the conte... Novice PBL tutors benefit from FD that incorporates tutor shadowing in the 3 key domains of tutoring competencies. The TS-scale developed in this study can be applied in future research on FD design....

The effectiveness of problem-based learning compared with lecture-based learning in surgical education: a systematic review and meta-analysis.

This meta-analysis was conducted to systematically evaluate the impact of problem-based learning (PBL) and lecture-based learning (LBL) teaching models on students' learning in surgical education.... We systematically searched the publications related to the application of PBL and LBL in surgical courses in PubMed, Embase, Web of Science and Cochrane Library databases, the last retrieval time is S... Nine studies were included totally. The results showed that compared with LBL, PBL was superior in clinical competence (SMD = 0.81, 95% CI: 0.12 ~ 1.49, P = 0.020) and student satisfaction (SMD = 2.13... This study showed that the PBL teaching model is more effective than the LBL teaching model in surgical education on the aspects of enhancing clinical competence and student satisfaction. However, fur...

Application of problem based learning (PBL) and case based learning (CBL) in the teaching of international classification of diseases encoding.

To study the application of PBL combined with CBL teaching mode in the teaching of international classification of diseases (ICD) encoding, so as to improve students' grasp of ICD encoding knowledge. ...

Implementation of problem-based learning modules in an introduction to public health course.

With traditional lecture-based learning methods often criticized for their limited ability to foster critical thinking and cognitive engagement, problem-based learning (PBL) has emerged as a promising... PBL was implemented in an undergraduate public health course at a private university in the southeast US. The study was conducted in the Spring of 2022 using a convergent mixed-methods approach. Quant... Results indicated significant improvements in student communication skills, growth mindset, and metacognitive abilities across the semester. The thematic analysis of qualitative responses corroborated... The findings contribute to the growing body of evidence supporting PBL and offer practical insights for implementing PBL in public health education. The study also highlights the need for institutiona...

Measuring group function in problem-based learning: development of a reflection tool.

Problem-based learning (PBL) is a pedagogy involving self-directed learning in small groups around case problems. Group function is important to PBL outcomes, but there is currently poor scaffolding a... Tool development unfolded in four steps: 1) a literature review was conducted to identify existent evaluation tools for group function in PBL, 2) literature findings informed the development of this n... Nineteen scales relating to group function assessment were identified in the literature, lending 18 constructs that mapped into four dimensions: Learning Climate, Facilitation and Process, Engagement ... A four-dimension tool to assist group function reflection in PBL was produced. Its constructs were well supported by literature and experts. Faculty and student stakeholders acknowledged the utility o...

The effectiveness of problem based learning in improving critical thinking, problem-solving and self-directed learning in first-year medical students: A meta-analysis.

The adaptation process for first-year medical students is an important problem because it significantly affects educational activities. The previous study showed that 63% of students had difficulties ... We searched PubMed, ScienceDirect, Cochrane, and Google Scholar databases until June 5, 2021. Search terms included problem-based learning, effectiveness, effectivity, and medical student. We excluded... Seven eligible studies (622 patients) were included. The pooled analysis demonstrated no significant difference between PBL with conventional learning method in critical thinking/knowledge assessment ... The present study concluded that the PBL approach in first-year medical students appeared to be ineffective in improving critical thinking/knowledge, problem-solving, and self-directed compared with t...