国内超声医学CBL教学效果的Meta分析

Effects of case-based learning applied in ultrasound teaching in China:a Meta-analysis

目的系统评价以病例为基础的学习模式(case-based learning,CBL)在超声医学教学中的效果。方法检索知网、万方、维普等中文数据库,检索时间从2000年1月1日至2018年1月所有国内有关CBL教学对比以授课为基础的教学(lecture-based learning,LBL)在超声医学教学中应用效果的研究。对纳入文献进行全面地质量评价,提取数据后进行Meta分析。结果最终纳入9篇文献,共计612名研究对象,包含CBL组306名和LBL组306名。Meta分析后得出:与LBL组相比,CBL教学法虽不能明显提高教学的综合满意度(RR=1.57,95%CI=0.97～2.57),但能够提高超声理论考试成绩(SMD=2.41,95%CI=1.56～3.26)、操作考试成绩(SMD=1.31,95%CI=0.63～2.00)。结论 CBL能提高超声医学教学后的考试成绩。

Objective To systematically evaluate the effect of case-based learning(CBL)in ultrasound teaching.Methods Retrieving Chinese database,including CNKI,Wan Fang,and VIP,for the studies about the effect difference between CBL and lecture-based learning(LBL)in ultrasound teaching from January,2000 to January,2018.The comprehensive quality evaluation of the included literature was carried out,and meta-analysis was carried out after the data were extracted.Results A total of 9 articles were included,with a total of 612 subjects,including 306 in CBL group and 306 in LBL group.Meta-analysis showed that compared with the LBL group,CBL teaching method would not significantly improve the overall satisfaction of teaching(RR=1.57,95%CI=0.97~2.57),but is able to improve the scores of ultrasound theory examination(SMD=2.41,95%CI=1.56~3.26)as well as the operation test scores(SMD=1.31,95%CI=0.63~2.00).Conclusion CBL can improve the scores in the exam after ultrasound teaching.