Effects of problem-based learning applied in medical imaging education in China:a Meta-analysis
10.3760/cma.j.issn.2095-1485.2016.06.003
- VernacularTitle:国内医学影像学PBL教学效果的Meta分析
- Author:
Fengli LIANG
;
Wenfei LI
;
Xueying MA
;
Yuan WANG
;
Chenguang GUO
;
Shaohui MA
;
Le MA
;
Yuan WANG
;
Ming ZHANG
;
Hongjuan LIU
- Publication Type:Journal Article
- Keywords:
Problem-based learning;
Medical imaging;
Meta-analysis
- From:
Chinese Journal of Medical Education Research
2016;15(6):553-560
- CountryChina
- Language:Chinese
-
Abstract:
Objective To evaluate the effects of problem-based learning (PBL) teaching model in medical imaging education in China. Methods Such databases as PubMed, Medline, CNKI, WanFang, VIP Data were electronically searched for literature on PBL versus lecture-based learning (LBL) applied in medical imaging education in China up to April, 2015. According to the strict quality evaluation of the in-cluded studies, meta-analysis was performed using RevMan 5.2 software. Results Fourteen studies were included totally. Studies included 1 233 students, of whom the PBL group had 608 cases, while LBL group had 625 cases. Compared with LBL, PBL was superior in medical imaging theoretical scores [WMD=5.22, 95%CI(3.06, 7.37), P=0.000], and the case analysis scores [WMD=6.45, 95%CI(4.77, 8.12), P=0.000]. PBL was also superior in the autonomous learning ability [RR=1.78, 95%CI (1.47, 2.16), P=0.000], the unity cooperation ability [RR=1.42,95%CI (1.25, 1.61), P=0.000] and analysis ability [RR=1.73,95%CI (1.42, 2.11), P=0.000]. There were significant differences between PBL group and LBL group. Conclusion PBL can improve teaching results in medical imaging education.
