The application of the “PICO” teaching model in clinical research course for medical students

Abstract Objectives This study aimed to compare the effectiveness of the “PICO”, which stands for Patient, Intervention, Comparison, and Outcome, teaching model with traditional didactic teaching in clinical research education. Methods 90 eight-year clinical medicine students participated in the study, with 45 students randomly assigned to the PICO group and 45 students to the Didactic group. The PICO group received instruction using the “PICO” teaching model, while the Didactic group received instruction using traditional teaching methods. Final grades, course satisfaction, and clinical research competencies were assessed through questionnaires. Results The PICO group achieved higher final grades compared to the Didactic group. Within the PICO group, there was a positive correlation between theoretical knowledge scores and group study and mock defense scores. Students in the PICO group reported greater satisfaction with the course design, particularly in meeting their learning needs and improving clinical research thinking and skills. The PICO group also had higher self-assessment scores in knowledge integration, practical application, and research literacy. Conclusions The findings highlight the advantages of using the “PICO” teaching model in clinical research education. It leads to improved theoretical knowledge, higher satisfaction levels, and enhanced clinical research competence among medical undergraduates.