Application effect of web-based problem-based learning in the teaching of geriatric medicine courses: a Meta-analysis
10.3760/cma.j.cn116021-20231127-01673
- VernacularTitle:基于网络的PBL在老年医学课程教学中的系统评价
- Author:
Xia ZHAO
1
;
Xiaoxing LAI
;
Dongxu WANG
;
Huixian PAN
;
Hongmei ZHANG
;
Haiou ZOU
Author Information
1. 北京协和医院老年医学科，北京 100730
- Publication Type:Journal Article
- Keywords:
Problem-based learning;
Geriatrics;
Theoretical examination score;
Operational skill;
Teaching effectiveness
- From:
Chinese Journal of Medical Education Research
2025;24(2):178-186
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To investigate the application effect of web-based problem-based learning (WPBL) versus traditional teaching in the teaching of geriatric medicine courses.Methods:PubMed, Embase, the Cochrane Library, Web of Science, CNKI, CBMdisc, and Wanfang Data were searched for clinical studies on the application of WPBL in the teaching of geriatric medicine courses in China and globally published up to October 1, 2023. After literature screening, data extraction, and quality assessment, RevMan5.4.1 was used to perform a systematic review.Results:A total of 14 eligible articles were included in this study, with 1 436 medical students as the subjects and geriatric medicine as the content of teaching. The Meta-analysis showed that WPBL teaching had a better effect than traditional problem-based learning or lecture-based learning in the teaching of geriatric medicine courses and could improve the theoretical examination score [mean difference (MD)=3.53, 95% confidence interval (CI)=1.77-5.29, P<0.001], operational skills (MD=5.92, 95%CI=2.67-9.18, P<0.001), critical thinking ability (MD=9.30, 95%CI=5.43-13.18, P<0.001), and teaching satisfaction (MD=1.75, 95%CI=1.49-2.01, P<0.001) among medical students. Conclusions:WPBL in the teaching of geriatric medicine courses can improve the theoretical examination score, operational skills, critical thinking skills, and teaching satisfaction among medical students.
