PBL教学模式在我国药剂学教学效果的Meta分析

Meta-analysis of Learning Outcomes of PBL Teaching Method in Pharmaceutics

运用计算机检索中国期刊全文数据库、中国生物医学文献服务系统、超星发现、万方数据资源系统、维普信息资源系统中收录的国内公开发表以问题为中心教学的学生教育相关的研究文献,采用Rev Man 5.3进行Meta分析,系统评价以问题为中心教学(Problem-based Learning,PBL)模式在药剂学中的教学效果。结果:共检出305相关文献,通过筛选共有5篇文献纳入研究,共计纳入752例教学对象。对所有文献进行合并分析显示,PBL教学组的考试成绩优于LBL教学组(WMD=5.95,95%Cl[1.32,10.58],P=0.01),实验成绩在两种教学模式之间没有显著差异(WMD=5.79,95%Cl[-0.52,12.1],P=0.07)。结果表明,PBL教学模式相对于LBL教学模式能显著提高学生的考试成绩,实验成绩无明显变化。由于研究的异质性且纳入的研究样本量较小,故仍需更多的高质量研究样本验证并分析PBL在药剂学中的教学效果。

To explore the learning outcomes of PBL teaching method used in Pharmaceutics. All research literatures on PBL teaching method in education among students were identified by searching in CNKI, SINOMED, Chao Xing, Wan Fang, VIP database. Meta analysis was carried out using the RevMan5.3 software. A total of 305 relevant documents were retrieved. There were 5 papers left after screening included 752 teaching objects. The combined analysis of all the literature showed the PBL teaching mode is superior to the LBL teaching mode of students＇ examination results（WMD-5.95, 95 % CI [1.32, 10.58], P=0.01）. Experimental results were not statistically significant effects between the two teaching modes（WMD=5.79, 95 % CI[-0.52, 12.1], P=0.07）. PBL teaching method can significantly improve students＇ examination results than LBL teaching method. There were no obvious changes in students＇ experimental consequences. Due to the heterogeneity and small sample of experimental research, more high-quality samples are needed fur verifying the learning outcomes and for the rational application of PBL.