Department of Developmental Neuropsychology, School of Psychology, Third Military Medical University (Army Medical University), Chongqing, China.
Biochem Mol Biol Educ. 2021 Jul;49(4):639-651. doi: 10.1002/bmb.21523. Epub 2021 Apr 24.
In the past 5 years, the MOOC-based teaching method has been extensively applied as an experimental educational method in medical education in China. However, the effects of this teaching method on medical education are still controversial and ambiguous. To assess the effectiveness of the MOOC-based teaching method in medical education in China, we conducted the meta-analysis. Literature search was performed through the PubMed, Embase, Web of Knowledge and CNKI databases through March 3, 2020. Studies evaluating the effectiveness of the MOOC-based teaching method in medical education in China were included in our meta-analysis. All data were pooled using a fixed- or random-effect model based on a heterogeneity test. Hedges' g was calculated to evaluate the effectiveness of the MOOC-based teaching method on the final exam knowledge scores of participants. Subgroup analyses were also carried out. There were 27 studies (25 records) identified in our meta-analysis. The final exam knowledge scores of participants were statistically higher in the MOOC group compared with the controls in medical courses in China (Hedges' g = 1.080, 95%CI 0.592-1.567, p < 0.001). Obvious heterogeneity across studies was found in the study. Further analysis demonstrated that a significant difference in favor of the MOOC-based teaching method compared with the traditional teaching method in medical students and doctors. The MOOC-based teaching method may be applicable to medical education in China, strengthening the roles of MOOCs in medical education.
在过去的 5 年中，慕课教学法已被广泛应用于中国的医学教育中，作为一种实验性的教学方法。然而，这种教学方法对医学教育的影响仍然存在争议和模糊。为了评估慕课教学法在中国医学教育中的有效性，我们进行了荟萃分析。通过 PubMed、Embase、Web of Knowledge 和中国知网数据库，检索截至 2020 年 3 月 3 日的相关文献。纳入的研究为在中国开展的评估慕课教学法在医学教育中应用效果的研究。所有数据均采用固定效应或随机效应模型进行汇总，并根据异质性检验进行分析。采用 Hedges' g 评估慕课教学法对参与者期末考试知识成绩的影响。同时进行了亚组分析。本荟萃分析共纳入 27 项研究（25 篇记录）。与对照组相比，中国医学课程中慕课组的参与者期末考试知识成绩更高（Hedges' g = 1.080，95%CI 0.592-1.567，p < 0.001）。研究间存在明显的异质性。进一步分析表明，与传统教学方法相比，慕课教学法在医学生和医生中具有显著优势。慕课教学法可能适用于中国的医学教育，从而加强慕课在医学教育中的作用。
