PBL教学模式在我国医学本科生中教学效果的Meta分析

目的:系统评价我国以问题为基础的教学(problem-based learning,PBL)模式在医学本科生中的教学效果。方法:运用计算机检索中国知网、万方数据库、维普数据库收录的国内公开发表以问题为基础的本科医学生教育相关的临床研究文献,同时进行Meta分析。结果:共检索出783篇相关文献,通过筛选共有9篇文献纳入研究,共计纳入986例教学对象。纳入文献Jadad评分2-3分,纳入文献均说明基线资料均有可比性。对所有文献进行合并分析显示,PBL教学法的教学效果与传统教学组有显著差异(Z=6.52,P0.00001),PBL教学法优于传统教学法[SMD=7.72,95%CI[5.4,10.04],P0.00001]。结论:采用PBL教学法的教学效果优于传统教学法。但我国医学教育应用此方法仍不普及,其原因有待深入探讨,现有研究质量普遍不高,有待普及规范标准的研究方法。

Meta-analysis of Learning Outcomes of PBL Teaching Methodin Medical Education

Objective:To explore the effecet of PBL teaching method on medical education among the medical students.Methods:All clinical research literatures on PBL teaching method in education amoung medical students were identified by searching in CNKI,Wan Fang, VIP database Meta analysis was performed using the RevMan5.3 software.Results:A total of 783 relevant documents wereretrieved, there were 9 papers left after screening included 986 teaching objects. Included literature Jadad score 2-3 points. The baselinedata included in the literatures were comparable. The combined analysis of all the literature showed the PBL teaching method andtraditional teaching method had signifinantly different effects on medical student(Z=6.52, P<0.00001), PBL teaching method was superiorto traditional teaching [SMD=7.72, 95 %CI [5.4,10.04].Conclusion:Adoption of PBL teaching method was more effective thantraditional one. However, the using of PBL teaching method on medical education was still not popular, the reasons needed to bediscussed, the quality of the existing research was generally low, standard research methods needed to be widespread.