混合式学习在药学教育中的效果：系统评价和荟萃分析。

Effectiveness of blended learning in pharmacy education: A systematic review and meta-analysis.

机构信息

Department of Pharmacy Practice, Manipal College of Pharmaceutical Sciences, Manipal Academy of Higher Education, Manipal, Udupi, Karnataka, India.

Department of Pharmacy Practice, National College of Pharmacy, Kozhikode, Kerala, India.

出版信息

PLoS One. 2021 Jun 17;16(6):e0252461. doi: 10.1371/journal.pone.0252461. eCollection 2021.

DOI:10.1371/journal.pone.0252461

PMID:34138880

原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC8211173/

Abstract

BACKGROUND & OBJECTIVE: Though blended learning (BL), is widely adopted in higher education, evaluating effectiveness of BL is difficult because the components of BL can be extremely heterogeneous. Purpose of this study was to evaluate the effectiveness of BL in improving knowledge and skill in pharmacy education.

METHODS

PubMed/MEDLINE, Scopus and the Cochrane Library were searched to identify published literature. The retrieved studies from databases were screened for its title and abstracts followed by the full-text in accordance with the pre-defined inclusion and exclusion criteria. Methodological quality was appraised by modified Ottawa scale. Random effect model used for statistical modelling.

KEY FINDINGS

A total of 26 studies were included for systematic review. Out of which 20 studies with 4525 participants for meta-analysis which employed traditional teaching in control group. Results showed a statistically significant positive effect size on knowledge (standardized mean difference [SMD]: 1.35, 95% confidence interval [CI]: 0.91 to 1.78, p<0.00001) and skill (SMD: 0.68; 95% CI: 0.19 to 1.16; p = 0.006) using a random effect model. Subgroup analysis of cohort studies showed, studies from developed countries had a larger effect size (SMD: 1.54, 95% CI: 1.01 to 2.06), than studies from developing countries(SMD: 0.44, 95% CI: 0.23 to 0.65, studies with MCQ pattern as outcome assessment had larger effect size (SMD: 2.81, 95% CI: 1.76 to 3.85) than non-MCQs (SMD 0.53, 95% CI 0.33 to 0.74), and BL with case studies (SMD 2.72, 95% CI 1.86-3.59) showed better effect size than non-case-based studies (SMD: 0.22, CI: 0.02 to 0.41).

CONCLUSION

BL is associated with better academic performance and achievement than didactic teaching in pharmacy education.

摘要

背景与目的

尽管混合式学习（BL）在高等教育中得到了广泛应用，但由于 BL 的组成部分可能极其多样化，因此评估其效果具有一定难度。本研究旨在评估 BL 在提高药学教育知识和技能方面的效果。

方法

通过 PubMed/MEDLINE、Scopus 和 Cochrane 图书馆检索已发表的文献，以确定纳入研究。根据预先确定的纳入和排除标准，对数据库中检索到的研究进行标题和摘要筛选，然后进行全文筛选。采用改良的 Ottawa 量表评估方法学质量。采用随机效应模型进行统计建模。

主要发现

系统评价共纳入 26 项研究，其中 20 项研究（共 4525 名参与者）采用传统教学作为对照组进行 meta 分析。结果显示，知识方面的效果大小具有统计学意义（标准化均数差 [SMD]：1.35，95%置信区间 [CI]：0.91 至 1.78，p<0.00001），技能方面的效果大小也具有统计学意义（SMD：0.68；95%CI：0.19 至 1.16；p = 0.006），采用随机效应模型。队列研究的亚组分析显示，来自发达国家的研究具有更大的效果大小（SMD：1.54，95%CI：1.01 至 2.06），而来自发展中国家的研究效果较小（SMD：0.44，95%CI：0.23 至 0.65），以多项选择题（MCQ）模式作为结果评估的研究具有更大的效果大小（SMD：2.81，95%CI：1.76 至 3.85），而非 MCQ 模式的研究效果较小（SMD：0.53，95%CI：0.33 至 0.74），而具有病例研究的 BL 效果比非病例研究更好（SMD：2.72，95%CI：1.86-3.59）。