Effects of problem-based learning versus lecture-based learning in teaching of rehabilitation medicine in China: a Meta-analysis
10.3760/cma.j.issn.2095-1485.2018.04.006
- VernacularTitle:国内康复专业课程教学中PBL应用效果的Meta分析
- Author:
Li ZHANG
1
;
Zhanbo ZHAO
;
Changshui WENG
Author Information
1. 解放军总医院南楼临床部康复医学科
- Keywords:
Problem-based learning;
Lecture-based learning;
Rehabilitation medicine;
Meta-analysis
- From:
Chinese Journal of Medical Education Research
2018;17(4):349-355
- CountryChina
- Language:Chinese
-
Abstract:
Objective To compare problem-based learning (PBL) versus lecture-based learning (LBL) in the teaching of rehabilitation medicine in China.Methods All Chinese articles on PBL and LBL in teaching of rehabilitation medicine courses indexed in CBMdisc,Wanfang database,CNKI database,and Google academic search published prior to October 2017 were included.The methodological quality of the selected studies was assessed with'Cochrane Quality Evaluation Standard'.Meta analyses were performed using RevMan 5.3.Results After exclusion of non-eligible citations,a total of 18 documents involving 1943 subjects were satisfied the criteria and were included in this review.Meta-analyses revealed that PBL had a significant improvements on theoretical knowledge examination scores (MD=9.26,95％CI=5.24 to 13.29),practical skills examination scores (MD=12.11,95％CI=5.17 to 19.06),performance excellent rate (RR=3.90,95％CI=2.10 to 7.26),and patient satisfaction rate (RR=8.98,95％CI=4.23 to 19.07) (P＜0.05) among students compared with LBL in teaching of rehabilitation.Conclusion In this meta analysis,PBL is superior to LBL and worthy popularizing in teaching of rehabilitation.
