Zhang Song, Xu Jiancheng, Wang Hongwei, Zhang Dong, Zhang Qichuan, Zou Liguang
Department of Radiology Department of Respiratory, Xinqiao Hospital, Third Military Medical University, Chongqing Department of Orthopedics, General Hospital of Shenyang Military Area Command of Chinese PLA, Shenyang, Liaoning, China.
Medicine (Baltimore). 2018 Mar;97(9):e0069. doi: 10.1097/MD.0000000000010069.
In recent years, the problem-based learning (PBL) teaching method has been extensively applied as an experimental educational method in Chinese radiology education. However, the results of individual studies were inconsistent and inconclusive. A meta-analysis was performed to evaluate the effects of PBL on radiology education in China.
Databases of Chinese and English languages were searched from inception up to November 2017. The standard mean difference (SMD) with its 95% confidence interval (95% CI) was used to determine the over effects of PBL compared with the traditional teaching method.
Seventeen studies involving 1487 participants were included in this meta-analysis. Of them, 16 studies provided sufficient data for the pooled analysis and showed that PBL teaching method had a positive effect on achieving higher theoretical scores compared with the traditional teaching method (SMD = 1.20, 95% CI [0.68, 1.71]). Thirteen studies provided sufficient data on skill scores, and a significant difference in favor of PBL was also observed (SMD = 2.10, 95% CI [1.38, 2.83]). Questionnaire surveys were applied in most of the included studies and indicated positive effects of PBL on students' learning interest, scope of knowledge, team spirit, and oral expression.
The result shows that PBL appears to be more effective on radiology education than traditional teaching method in China. However, the heterogeneity of the included studies cannot be neglected. Further well-designed studies about this topic are needed to confirm the above findings.
近年来，基于问题的学习（PBL）教学方法作为一种实验性教育方法在中国放射学教育中得到了广泛应用。然而，个别研究的结果并不一致且尚无定论。本研究进行了一项荟萃分析，以评估PBL在中国放射学教育中的效果。
检索中英文数据库，检索时间从建库至2017年11月。采用标准均数差（SMD）及其95%置信区间（95%CI）来确定PBL与传统教学方法相比的总体效果。
本荟萃分析纳入了17项研究，共1487名参与者。其中，16项研究提供了足够的数据用于合并分析，结果显示与传统教学方法相比，PBL教学方法在获得更高理论成绩方面具有积极效果（SMD = 1.20，95%CI [0.68, 1.71]）。13项研究提供了关于技能得分的足够数据，同样观察到PBL具有显著优势（SMD = 2.10，95%CI [1.38, 2.83]）。大多数纳入研究采用了问卷调查，结果表明PBL对学生的学习兴趣、知识范围、团队精神和口头表达具有积极影响。
结果表明，在中国，PBL在放射学教育方面似乎比传统教学方法更有效。然而，纳入研究的异质性不可忽视。需要进一步开展关于该主题的精心设计的研究来证实上述发现。
