基于问题的学习与基于讲座的学习在外科教育中的效果比较：系统评价和荟萃分析。

The effectiveness of problem-based learning compared with lecture-based learning in surgical education: a systematic review and meta-analysis.

机构信息

Department of Thoracic Surgery, Jinan Central Hospital, Shandong University, Jinan, 250013, China.

Department of Thoracic Surgery, Central Hospital Affiliated to Shandong First Medical University, Jinan, 250013, China.

出版信息

BMC Med Educ. 2023 Aug 1;23(1):546. doi: 10.1186/s12909-023-04531-7.

BACKGROUND

This meta-analysis was conducted to systematically evaluate the impact of problem-based learning (PBL) and lecture-based learning (LBL) teaching models on students' learning in surgical education.

METHODS

We systematically searched the publications related to the application of PBL and LBL in surgical courses in PubMed, Embase, Web of Science and Cochrane Library databases, the last retrieval time is September 20, 2022. After screening the literature according to the inclusion and exclusion criteria, extracting data and evaluating the methodological treatment of the included studies, Stata 17.0 software was used to perform meta-analysis.

RESULTS

Nine studies were included totally. The results showed that compared with LBL, PBL was superior in clinical competence (SMD = 0.81, 95% CI: 0.12 ~ 1.49, P = 0.020) and student satisfaction (SMD = 2.13, 95% CI: 1.11 ~ 3.15, P < 0.0001) with significant differences. But the comprehensive scores (SMD = 0.26, 95% CI: -0.37 ~ 0.89, P = 0.421) and theoretical knowledge (SMD=-0.19, 95% CI: -0.71 ~ 0.33, P = 0.482) to PBL and LBL had no significant difference.

CONCLUSION

This study showed that the PBL teaching model is more effective than the LBL teaching model in surgical education on the aspects of enhancing clinical competence and student satisfaction. However, further well-designed studies are needed to confirm our findings.

背景

本荟萃分析旨在系统评估以问题为基础的学习（PBL）和以授课为基础的学习（LBL）教学模式对外科教育中学生学习的影响。

方法

我们系统地检索了 PubMed、Embase、Web of Science 和 Cochrane Library 数据库中与 PBL 和 LBL 在外科课程中的应用相关的文献，最后检索时间为 2022 年 9 月 20 日。根据纳入和排除标准筛选文献后，提取数据并评估纳入研究的方法学处理，使用 Stata 17.0 软件进行荟萃分析。

结果

共纳入 9 项研究。结果表明，与 LBL 相比，PBL 在临床能力方面具有优势（SMD=0.81，95%CI：0.12~~1.49，P=0.020）和学生满意度（SMD=2.13，95%CI：1.11~~3.15，P<0.0001）差异有统计学意义。但综合评分（SMD=0.26，95%CI：-0.37~~0.89，P=0.421）和理论知识（SMD=-0.19，95%CI：-0.71~~0.33，P=0.482）对 PBL 和 LBL 没有显著差异。