继续医学教育PBL模式的系统评价

Systematic Review of Problem-based Learning in Continuing Medical Education

目的系统评价以问题为基础的学习（PBL）在继续医学教育中的应用效果。方弦通过计算机检索Cochrane图书馆、Medline，Embase和中国生物医学文献数据库，获得以往发表的文献。根据选择标准选取随机对照临床试验，对PBL的效果进行综合评价。结朵总计有6项随机对照临床试验被纳入系统评价。2项研究显示PBL模式可以显著提高参与者的知识，1项为高质量的阴性对照研究，1项为低质量的阳性对照研究；1项高质量的阳性对照研究显示PBL模式可以改善参与者的能力；1项高质量的阳性对照研究显示PBL教学比讲座式教学得到更少的参与者满意度。结论PBL可以轻度改善继续医学教育参与者的知识和能力。

Objective To systematically evaluate the efficacy of problem-based learning （PBL） applied in continuing medical education. Methods Related studies were searched electronically through Cochrane Library, Medline, Embase and CBMdisc. The randomizedcontrol trials meeting the pre-defined criteria were systematically reviewed. Outcome measures included participants＇ knowledge, performance and satisfaction. Results A total of 6 randomized control trials were included in the present systematic review. Two trials showed that PBL increased the participants＇ knowledge, with one high-quality negative control study and the other low-quality pesitive control study. One high-quality pesitive control study showed that PBL improved participants＇ performance. One high-quality pesitive control study found that PBL got less satisfaction from the participants compared to traditional lecture-based teaching. Conclusion Problem-based learning in continuing medical education increased participants＇ knowledge and performance.