Chen Tu, Zhao Yi-Jing, Huang Feng-Qing, Liu Qun, Li Ying, Alolga Raphael N, Zhang Lei, Ma Gaoxiang
School of Traditional Chinese Pharmacy, China Pharmaceutical University, Nanjing, China.
PLoS One. 2024 Dec 2;19(12):e0314017. doi: 10.1371/journal.pone.0314017. eCollection 2024.
This study aimed to comprehensively evaluate the effect of PBL on problem-solving, self-directed learning, and critical thinking ability of pharmaceutical students through a randomized controlled trial (RCT) and meta-analysis of RCTs.
In 2021, 57 third-year pharmacy students from China Pharmaceutical University were randomly divided into a PBL group and a lecture-based learning (LBL) group. Mean scores were compared between the two groups for problem-solving, self-directed learning, communication skills, critical thinking, and final exam grades. Students' feedback on the implementation of PBL was also collected. A meta-analysis was subsequently performed. Two authors independently conducted a comprehensive search of two databases (PubMed and CNKI). Eligible studies with effective data were included and the valuable data were extracted for analysis. Quality of involved studies was assessed by the Cochrane Collaboration's tool. All analyses of statistics were conducted using the 'metafor' package in R software.
The PBL group had significantly higher mean scores for problem-solving (8.43±1.56) and self-directed learning (7.39±1.19) than the LBL group (7.02±1.72 and 6.41±1.28, respectively). The PBL group also showed better communication skills (8.86±1.47) than the LBL group (7.68±1.89). The mean level of critical thinking was significantly higher in the PBL group than the LBL group (p = 0.02). The PBL group also had better final exam grades (79.86±1.38) compared to the LBL group (68.1±1.76). Student feedback on PBL implementation was positive. The outcome of subsequent meta-analysis including 8 eligible studies involved 1819 participants showed that the use of PBL significantly improved problem-solving ability (SMD = 1.12, 95% CI = 0.25-1.99) and PBL was also associated with better performance in self-directed learning (SMD = 1.55, 95% CI = 0.64-2.45). However, there was no significant difference in the final exam score in the PBL group compared to the LBL control group (SMD = 0.23, 95% CI = -0.08-0.53).
This study found that PBL is an effective teaching method for pharmacy students.
本研究旨在通过随机对照试验（RCT）以及对RCT的荟萃分析，全面评估基于问题的学习（PBL）对药学专业学生解决问题、自主学习和批判性思维能力的影响。
2021年，将中国药科大学的57名三年级药学专业学生随机分为PBL组和基于讲座的学习（LBL）组。比较两组在解决问题、自主学习、沟通技巧、批判性思维和期末考试成绩方面的平均得分。还收集了学生对PBL实施情况的反馈。随后进行了荟萃分析。两位作者独立对两个数据库（PubMed和CNKI）进行了全面检索。纳入有有效数据的合格研究，并提取有价值的数据进行分析。采用Cochrane协作网的工具评估所涉研究的质量。所有统计分析均使用R软件中的“metafor”包进行。
PBL组在解决问题（8.43±1.56）和自主学习（7.39±1.19）方面的平均得分显著高于LBL组（分别为7.02±1.72和6.41±1.28）。PBL组的沟通技巧（8.86±1.47）也优于LBL组（7.68±1.89）。PBL组的批判性思维平均水平显著高于LBL组（p = 0.02）。与LBL组（68.1±1.76）相比，PBL组的期末考试成绩也更好（79.86±1.38）。学生对PBL实施情况的反馈是积极的。随后包括8项合格研究、涉及1819名参与者的荟萃分析结果表明，使用PBL可显著提高解决问题的能力（标准化均数差[SMD]=1.12，95%可信区间[CI]=0.25 - 1.99），且PBL与更好的自主学习表现相关（SMD = 1.55，95%CI = 0.64 - 2.45）。然而，与LBL对照组相比，PBL组的期末考试成绩没有显著差异（SMD = 0.23，95%CI = -0.08 - 0.53）。
本研究发现PBL是一种对药学专业学生有效的教学方法。
