Objective  To systematically evaluate the effect of Seminar teaching versus lecture-based learning (LBL) in surgical clinical teaching for medical students.

Methods  A literature search was conducted to identify the studies on the teaching method of Seminar versus LBL in surgery clinical teaching published before November 2024. The quality of the literature was evaluated according to the Cochrane evaluation criteria. RevMan 5.4 software was used for Meta-analysis.

Results  A total of 17 studies involving 1,194 participants were included in this study. Meta-analysis indicated that the Seminar group was more efficient than the LBL group in basic theory scores [SMD=6.13, 95%CI (5.16, 7.11)], clinical practice skills score [SMD=6.91, 95%CI (5.34, 8.48)], overall satisfaction [OR=4.35, 95%CI (2.73, 6.93)], increasing the interesting of learning [SMD=9.81, 95%CI (7.10, 12.52)], improving clinical practice ability [OR=4.80, 95%CI (2.09,11.05)], mastering the knowledge [OR=4.05, 95%CI (1.81, 9.06)] and communication skills [SMD=4.45, 95%CI (1.91, 6.98)].

Conclusion  The Seminar teaching method can improve students' performance in both basic theory and clinical practice skills. It is beneficial for enhancing students' interest in learning, clinical application abilities, and communication skills. Additionally, it helps with knowledge acquisition and improves teaching satisfaction.

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