PBL+LBL双轨教学模式在国内临床医学教学中应用效果的Meta分析

The combinative mode of problem-based and lecture-based learning has better teaching outcomes for medical students in China: a meta-analysis

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.