Meta-analysis shows ideological education enhances academic performance in students learning pathology, indicating positive educational reform effects.
Abstract：Objective：To explore the impact of the ideological and political teaching reform of the "Pathology" course on students' academic performance through a meta-analysis. Methods：Three domestic databases（during the period of 2024-2025）were searched，and relevant literature on the ideological and political teaching reform of the "Pathology" course was screened. Statistical analysis was conducted using Stata 18.0 software. Results：A total of 4 high-quality articles meeting the criteria （MINORS quality score ≥ 17）were included. The observation group（ideological and political teaching reform group）and the control group（traditional teaching group）included 325 and 419 students respectively. The post-intervention examination scores of the observation group were significantly higher than those of the control group（SMD = 1.472，95% CI = 0.674 - 2.270，Z = 3.615，P < 0.05）. The heterogeneity test showed a statistically significant difference （Cochran's Q = 48.37，I2 = 87.6%，P = 0.000）. The funnel plot and Egger test showed no significant publication bias in the included literature（t = 1.34，P = 0.237）. The results of the sensitivity analysis were stable （Estimate = 1.472，95% CI = 0.674 - 2.270）. Conclusion：The ideological and political teaching reform of the “Pathology” course can significantly improve students' academic performance. The quality of the included literature is good，and the results are stable and reliable.
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Chu et al. (2025) studied this question.
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