摘要
通过Meta分析比较以授课为基础的教学(lecture-based learning,LBL)和以问题为基础的学习(problem-based learning,PBL)的生理学理论成绩。应用Pubmed、万方和CNKI数据库对以中英文全文发表的研究进行检索,对入选研究采用随机效应模型进行Meta分析,按照院校类别和学历级别进行亚组分析。纳入10篇研究,PBL组1 068例,LBL组1 069例。PBL组学生生理学的理论成绩高于LBL组(SMD=-0.83,95%CI=(-1.24,-0.42)),且学历级别是研究间变异来源。敏感性分析表明合并的均值相对稳定。
This paper comprehensively compares physiology scores of students taught with concepts of lecture-based learning( LBL)and problem-based learning,followed by subgroup analysis on school type and education degree. Totally 10 studies were eligible including 1068 persons in PBL group and 1069 persons in LBL group. In comparison,physiology scores from LBL group were higher than those from PBL( SMD =-0. 83,95% CI =(-1. 24,-0. 42). Subgroup analysis indicated that education degree was the variable that resulted in heterogeneity. Sensitivity analysis demonstrated the stability of results.
出处
《基础医学教育》
2017年第10期726-728,共3页
Basic Medical Education
