A systematic evaluation of teaching effect of PBL+CBL versus LBL in medical students' surgical internships
10.3760/cma.j.cn116021-20200511-01448
- VernacularTitle:PBL+CBL与LBL在临床医学生外科实习教学中的效果系统评价
- Author:
Liuyun CAI
1
;
Xiaodong LUO
;
Xinru DENG
;
Jianguo HU
Author Information
1. 重庆医科大学附属第二医院妇产科,重庆 400010
- Keywords:
Problem-based learning;
Case-based learning;
Lecture-based learning;
Clinical medical teaching;
Meta-analysis;
Randomized controlled trial
- From:
Chinese Journal of Medical Education Research
2023;22(10):1499-1504
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To systematically evaluate the teaching effect of problem-based learning (PBL) plus case-based learning (CBL) versus lecture-based learning (LBL) in surgical internships in Chinese medical students.Methods:We searched PubMed, the Cochrane Library, Embase, China National Knowledge Infrastructure, VIP, and WanFang Data for randomized controlled studies evaluating PBL+CBL versus LBL in surgical internships in Chinese medical students. The retrieval time was from database establishment to June 2019. Data analysis was performed using RevMan 5.2 software.Results:Seventeen randomized controlled trials were included, involving a total of 1161 students, including 581 in the PBL+CBL group and 580 in the LBL group. Meta-analysis results showed that the PBL+CBL group had significantly higher scores of theory examination [mean difference ( MD)=6.15, 95%CI=4.14-8.15, P<0.001], skill examination ( MD=7.67, 95%CI=3.66-11.69, P<0.001), and case analysis ( MD=6.06, 95%CI=2.89-9.23, P=0.000 2) compared with the control group. The PBL+CBL group had a significantly higher percentage of satisfaction with the teaching results than the LBL group [odds ratio( OR)=2.98, 95%CI=1.88-4.73, P<0.001]. Conclusion:PBL+CBL is superior to LBL in medical students' surgical internships, which needs verification by more high-quality studies due to limitations in the number and quality of the included studies.
