Li Yi-Ke, Xiao Chen-Lin, Ren Huan, Li Wen-Ru, Guo Zhen, Luo Jian-Quan
Department of Pharmacy, the Second Xiangya Hospital, Central South University, 410011, Changsha, China; Institute of Clinical Pharmacy, Central South University, 410011, Changsha, China.
Hunan Pharmaceutical Development Investment Group Co., Ltd., Changsha 410015, China.
Eur J Pharmacol. 2025 Feb 15;989:177255. doi: 10.1016/j.ejphar.2025.177255. Epub 2025 Jan 8.
Despite increasing studies underscoring the effectiveness of new media teaching strategies in pharmacology education, the influence of different educational backgrounds is still unclear. We aimed to evaluate the efficacy of new media teaching under various educational backgrounds in pharmacology education using network meta-analysis.
Literature databases were searched from their inception to February 28, 2024 for eligible trials. Educational backgrounds included 3 majors (pharmacy, medicine, and nursing) and 3 degrees (junior college, undergraduate, and graduate). Academic performance, comprehensive competency, and satisfaction were analyzed using Stata (version 17), Review Manager 5.3 software (RevMan 5.3), and R software (version 4.3.1).
A total of 46 studies involving 6447 students were included. The surface under the cumulative ranking curve (SUCRA) indicated that compared to other majors, new media teaching among nursing students was the most effective in improving theoretical scores (88.63%), experimental scores (93.28%), learning interest (88.27%), self-learning ability (91.17%), mastery of knowledge (96.81%), and the proportion of satisfaction (97.30%) in pharmacology education. As for degrees, new media teaching among junior college students had the best effect on enhancing theoretical scores (75.60%), experimental scores (86.23%), pass rates (88.33%), self-learning ability (90.36%), mastery of knowledge (97.73%), and the proportion of satisfaction (85.28%) in pharmacology learning.
Overall, new media teaching among nursing students or junior college students appears to be more effective in pharmacology education. Thus pedagogues can better implement new media teaching strategies among these students and incorporate more web-based tools.
尽管越来越多的研究强调新媒体教学策略在药理学教育中的有效性，但不同教育背景的影响仍不明确。我们旨在通过网络荟萃分析评估不同教育背景下新媒体教学在药理学教育中的效果。
从数据库建立至2024年2月28日检索文献数据库以获取符合条件的试验。教育背景包括3个专业（药学、医学和护理学）和3个学位（专科、本科和研究生）。使用Stata（17版）、Review Manager 5.3软件（RevMan 5.3）和R软件（4.3.1版）分析学业成绩、综合能力和满意度。
共纳入46项研究，涉及6447名学生。累积排序曲线下面积（SUCRA）表明，与其他专业相比，护理学专业学生进行新媒体教学在提高药理学教育中的理论成绩（88.63%）、实验成绩（93.28%）、学习兴趣（88.27%）、自主学习能力（91.17%）、知识掌握程度（96.81%）和满意度比例（97.30%）方面最有效。至于学位，专科学生进行新媒体教学对提高药理学学习中的理论成绩（75.60%）、实验成绩（86.23%）、及格率（88.33%）、自主学习能力（90.36%）、知识掌握程度（97.73%）和满意度比例（85.28%）效果最佳。
总体而言，护理学专业学生或专科学生进行新媒体教学在药理学教育中似乎更有效。因此，教育工作者可以在这些学生中更好地实施新媒体教学策略，并纳入更多基于网络的工具。
