PBL联合EBL教学法在本科临床教学中应用效果的Meta分析

Meta-analysis of the Application Effects of PBL and EBL Teaching Modes in undergraduate clinical teaching

目的系统评价PBL联合EBL教学法在本科临床教学中应用的效果。方法计算机检索CBM,CNKI,万方,VIP,Pubmed数据库。搜集针对本科阶段临床教学的前瞻性随机对照试验,教学改革组干预措施均为PBL+EBL教学模式,传统教学组采用传统教学模式。利用Cochrane系统的偏倚风险评估工具对偏倚风险进行评估。RevMan 5.4统计软件进行Meta分析。结果共纳入15篇研究文献,研究对象1153人(教学改革组595人、传统教学组558人)。Meta分析结果显示:教学改革组理论考试成绩[MD=5.72,95%CI(3.38,8.07),P<0.001]、技能考核成绩[MD=12.85,95%CI(8.79,16.91),P<0.001]均优于传统教学组。结论PBL+EBL教学模式在本科临床教学中应用效果明显优于传统教学模式,可在本科教学改革中大力推行。

Objective To evaluate the application effects of problem-based learning(PBL)combined with evidence-based learning(EBL)in undergraduate clinical teaching.Methods literature were retrieved from CBM,CNKI,WanFang database,VIP,Pubmed database,and randomized controlled trial for undergraduate clinical teaching were collected.Moreover,PBL+EBL teaching mode was used in the teaching reform group in order to collect prospective randomized controlled trials on undergraduate clinical teaching,while traditional teaching mode was used in the traditional teaching group.The bias of document methodology was evaluated using the Cochrane risk bias assessment tool,and Meta-analysis was performed using Rev Man 5.4 statistical software.Results 15 research papers were finally included,involved 1153 subjects.Among them,there were 595 persons in the teaching reform group and 558 persons in the traditional teaching group.The analysis results showed that theory test scores[MD=5.72,95%CI(3.38,8.07),P<0.001]and skill test scores[MD=12.85,95%CI(8.79,16.91),P<0.001]in the teaching reform group were better than those in the traditional teaching group.Conclusion The application effect of PBL and EBL teaching mode in undergraduate clinical teaching is superior to that of the traditional teaching mode,and it can be promoted in undergraduate teaching reform.