Gao Xiaolin, Luo Shuanghong, Mu Dezhi, Xiong Ying, Guanjian Liu, Wan Chaomin
Department of Pediatrics, West China University Second Hospital, Sichuan University, Chengdu, Sichuan, China.
Key Laboratory of Birth Defects and Related Diseases of Women and Children, Chengdu, Sichuan, China.
J Evid Based Med. 2016 Aug;9(3):136-143. doi: 10.1111/jebm.12190.
To evaluate the efficiency of Problem-Based Learning (PBL) in paediatric education.
The research articles on the application of PBL to Chinese paediatric education published in from 1989 to 2014 in the Cochrane library, PubMed/MEDLINE, EBSCO (Elton B. Stephens Company Database), OVID (Ovid Technologies Database), Web of Science, CNKI (China National Knowledge Infrastructure Database), VIP (Wei Pu Database), WF (WanFang Database) and other databases were retrieved by two independent evaluators according to the inclusion and exclusion criteria. The heterogeneity of the retrieved data was analysed and a meta-analysis was performed using the RevMan 5.3 software.
The articles were initially retrieved, and 11 randomized controlled trials (RCTs) were included for the meta-analysis. The PBL group was significantly superior to the Lecture-Based Learning (LBL) group for the paediatrics theoretical test score, case analysis score and overall student satisfaction, and the differences were statistically significant (P < 0.05).
PBL is superior to LBL method for Chinese paediatric education.
评估基于问题的学习（PBL）在儿科教育中的有效性。
由两名独立评估者根据纳入和排除标准，检索1989年至2014年期间发表在Cochrane图书馆、PubMed/MEDLINE、EBSCO（埃尔登·B·斯蒂芬斯公司数据库）、OVID（Ovid技术数据库）、科学网、中国知网（中国国家知识基础设施数据库）、维普（维普数据库）、万方（万方数据库）及其他数据库中关于PBL应用于中国儿科教育的研究文章。对检索到的数据进行异质性分析，并使用RevMan 5.3软件进行荟萃分析。
初步检索文章，纳入11项随机对照试验（RCT）进行荟萃分析。PBL组在儿科理论考试成绩、病例分析成绩及学生总体满意度方面显著优于基于讲座的学习（LBL）组，差异具有统计学意义（P<0.05）。
在中国儿科教育中，PBL优于LBL方法。
