Zhou Jiyin, Zhou Shiwen, Huang Chunji, Xu Rufu, Zhang Zuo, Zeng Shengya, Qian Guisheng
National Drug Clinical Trial Institution, Xinqiao Hospital, Third Military Medical University, Chongqing, 400037, People's Republic of China.
Institute of Respiratory Diseases, Xinqiao Hospital, Third Military Medical University, Chongqing, 400037, People's Republic of China.
BMC Med Educ. 2016 Jan 19;16:23. doi: 10.1186/s12909-016-0546-z.
This review provides a critical overview of problem-based learning (PBL) practices in Chinese pharmacy education. PBL has yet to be widely applied in pharmaceutical education in China. The results of those studies that have been conducted are published in Chinese and thus may not be easily accessible to international researchers. Therefore, this meta-analysis was carried out to review the effectiveness of PBL.
Databases were searched for studies in accordance with the inclusion criteria. Two reviewers independently performed the study identification and data extraction. A meta-analysis was conducted using Revman 5.3 software.
Sixteen randomized controlled trials were included. The meta-analysis revealed that PBL had a positive association with higher theoretical scores (SMD = 1.17, 95% CI [0.77, 11.57], P < 0.00001). The questionnaire results show that PBL methods are superior to conventional teaching methods in improving students' learning interest, independent analysis skills, scope of knowledge, self-study, team spirit, and oral expression.
This meta-analysis indicates that PBL pedagogy is superior to traditional lecture-based teaching in Chinese pharmacy education. PBL methods could be an optional, supplementary method of pharmaceutical teaching in China. However, Chinese pharmacy colleges and universities should revise PBL curricula according to their own needs, which would maximize the effectiveness of PBL.
本综述对中国药学教育中基于问题的学习（PBL）实践进行了批判性概述。PBL在中国药学教育中尚未得到广泛应用。已开展的相关研究结果以中文发表，国际研究人员可能难以获取。因此，进行了这项荟萃分析以评估PBL的有效性。
根据纳入标准在数据库中检索研究。两名评审员独立进行研究识别和数据提取。使用Revman 5.3软件进行荟萃分析。
纳入了16项随机对照试验。荟萃分析显示，PBL与更高的理论成绩呈正相关（标准化均数差 = 1.17，95%置信区间[0.77, 11.57]，P < 0.00001）。问卷调查结果表明，在提高学生的学习兴趣、独立分析能力、知识范围、自学能力、团队精神和口头表达能力方面，PBL方法优于传统教学方法。
这项荟萃分析表明，在中国药学教育中，PBL教学法优于传统的讲授式教学。PBL方法可以作为中国药学教学的一种可选补充方法。然而，中国药学院校应根据自身需求修订PBL课程，以最大限度地提高PBL的有效性。
