摘要
目的:评价PBL(Problem-Based Learning,基于问题的学习)结合LBL(Lecture-Based Learning,传统教学模式)双轨教学模式在国内临床医学教学中应用的效果。方法:在中国期刊全文数据库(CNKI)、中文科技期刊数据库(维普)、PubMed/MEDLINE和Cochrane library等数据库中检索2012~1989年间发表的有关PBL+LBL模式应用于国内临床医学教学的文献,由2位独立的研究人员进行文献筛选和数据提取,采用RevMan 4.2软件进行Meta分析。结果:共纳入5项随机对照研究,包括222例临床医学生;PBL+LBL组理论考试成绩和学习者满意度明显高于单纯PBL组(P〈0.05);问病/查体/书写病历考核、操作技能考核及总成绩在PBL+LBL和单纯PBL2组间差异无统计学意义(P〉0.05)。结论:PBL+LBL双轨教学模式在保持PBL优势的同时,更有助于国内临床医学生理论知识的掌握。
[ Objedive] To evaluate the effects of PBL + LBL ( the combination of problem- based and lecture - based learning mode) teaching mode in clinical education in China. [Method] All studies on PBL + LBL in clinical education in China pub- lished between2009- 1989 were identified by searching in CNKI, VIP database, Pubmed, Cochrane library, Elsevier, and so on. Two independent assessors reviewed the studies to extract raw data. meta- analysis was performed using the RevMan 4.2 soft- ware. [ Result ] Five randomized conmalled trials on 222 clinical student.~ qualified for the meta- analysis according to our crite- ria. The students in PBL + LBL group got significant higher scores than the students in PBL group in theoretical tests ( P 〈 0.05), and the students in PBL + I_BL group were more satisfied with the teaching mode, too ( P 〈0.05). However, the dif- ferences of interrogation, physical examination, medical records, clinical skills and total score, between two groups were not significant( P 〉 0.05). [Condusion] PBL + LBL mode is an effective teaching mode in clinical education in china, particular- ly for theory teaching, compared with PBL mode.
出处
《浙江医学教育》
2013年第1期1-5,共5页
Zhejiang Medical Education
基金
上海交通大学医学院医学教育研究项目重点课题(编号:ZD120908)