Department of Stomatology, Peking Union Medical College Hospital, Chinese Academy of Medical Sciences and Peking Union Medical College, Beijing, China.
Department of Stomatology, Peking Union Medical College Hospital, Chinese Academy of Medical Sciences and Peking Union Medical College, Beijing, China
BMJ Open. 2022 Feb 21;12(2):e048497. doi: 10.1136/bmjopen-2020-048497.
The application of case-based learning (CBL) pedagogy has been emerging as an improved and more practical learning method across the Chinese dental education system. This article provides a critical overview of CBL pedagogy and further assesses the effectiveness of this teaching model in Chinese dental education.
A systematic review and meta-analysis.
Studies published up to December 2019 were searched in the following electronic databases: China National Knowledge Infrastructure, China Science Periodical Database, Chinese Biomedical documental database, Wanfang data, PubMed, EMBASE and Cochrane Central Register of Control Trials. All randomised controlled trials (RCTs) that compared the effectiveness of the CBL teaching model and the traditional lecture-based learning (LBL) model in all dental disciplines were included. The assessment of methodological quality was based on the guidelines described in the Cochrane Handbook for Systematic Reviews, and the meta-analysis was performed using the software RevMan V.5.3 RESULTS: A total of 30 RCTs were finally included, with a total sample size of 2356 dental students. The CBL pedagogy significantly increased knowledge scores (standardised mean difference (SMD)=1.58, 95% CI: 0.95 to 2.20, p<0.0001), skill scores (SMD=1.22, 95% CI: 0.34 to 2.11, p<0.0001), comprehensive ability scores (SMD=1.91, 95% CI: 1.74 to 4.07, p<0.0001) and teaching satisfaction (risk ratio=1.38; 95% CI: 1.15 to 1.65; p0.01) compared with the LBL teaching model among the dental students. Additionally, a subgroup analysis showed significant differences in the effects of CBL on knowledge scores, skill scores and comprehensive ability scores when comparing theoretical and practical courses.
The meta-analysis and systematic review of the eligible literature showed that the CBL pedagogy in Chinese dental education is an effective way to increase knowledge scores, skill scores, comprehensive ability scores and teaching satisfaction. Successful adaptation of this teaching model could solve the scarcity of highly skilled and professional dentists in dental schools and hospitals across China.
基于案例的学习（CBL）教学法在中国牙科教育系统中作为一种改进且更实用的学习方法而逐渐兴起。本文对 CBL 教学法进行了批判性评估，并进一步评估了该教学模式在中国牙科教育中的有效性。
系统回顾和荟萃分析。
检索了截至 2019 年 12 月的中国知网、中国科学引文数据库、中国生物医学文献数据库、万方数据、PubMed、EMBASE 和 Cochrane 对照试验中心注册库中的已发表研究。纳入了所有比较 CBL 教学模式与传统以讲座为基础的学习（LBL）模式在所有牙科学科中有效性的随机对照试验（RCT）。方法学质量评估基于 Cochrane 系统评价手册中的指南进行，荟萃分析使用 RevMan V.5.3 软件进行。
最终纳入 30 项 RCT，共 2356 名牙科学生纳入样本。CBL 教学法显著提高了知识评分（标准化均数差（SMD）=1.58，95%CI：0.95 至 2.20，p<0.0001）、技能评分（SMD=1.22，95%CI：0.34 至 2.11，p<0.0001）、综合能力评分（SMD=1.91，95%CI：1.74 至 4.07，p<0.0001）和教学满意度（风险比=1.38；95%CI：1.15 至 1.65；p<0.01）。此外，亚组分析显示，在比较理论和实践课程时，CBL 对知识评分、技能评分和综合能力评分的影响存在显著差异。
对纳入文献的荟萃分析和系统回顾表明，在中国牙科教育中，CBL 教学法是提高知识评分、技能评分、综合能力评分和教学满意度的有效方法。成功采用这种教学模式可以解决中国牙科学校和医院中熟练且专业牙医短缺的问题。
