PBL教学法在药理学教学中应用效果的Meta分析

Meta-analysis of the Application Effect of PBL Method in Pharmacology Teaching

目的系统评价以问题为基础的教学方法(problem-based learning,PBL)与传统教学方法对药理学教学效果的影响。方法 以"药理学"和"PBL"为关键词,全面检索维普中文科技期刊、中国知网和万方医药期刊数据库,收集PBL教学法对药理学教学影响的随机对照试验,检索时限为建库至2020年11月。对纳入的文献进行发表偏倚风险检验和质量评估,采用Revman Manager 5.3软件进行Meta分析。结果 经筛选共纳入6篇随机对照试验。Meta分析结果显示,PBL教学方法对学生期末成绩[MD=8.27,95%CI (5.67,10.88),Z=6.22,P <0.05]、合作意识[RR=1.19,95%CI(1.02,1.39),Z=2.22,P=0.03]、知识应用能力[RR=1.19,95%CI (1.09,1.29),Z=3.93,P <0.000 01]、自主学习能力[RR=1.33,95%CI (1.20,1.48),Z=5.38,P <0.00001]及学习主动性[RR=2.24,95%CI (1.06,4.72),Z=2.11,P=0.03]均显著高于常规教学组,差异有统计学意义(P <0.05)。结论 PBL教学法在药理学中的教学效果优于传统教学法。

Objective To evaluate the effect of problembased learning(PBL) and traditional teaching in pharmacology.Methods "PBL"and"pharmacology"were used as the keywords to search in CNKI,VIP and WanFang databases to obtain relative literatures which were identifed as the randomized controlled trials(RCTs).The retrieval time is from the database construction to November 2020.Meta-analysis was performed by using Revman Manager 5.3 software after data extraction and quality evaluation of the included literature.According to the inclusion and exclusion criteria,a total of 6 articles were were included in this study.Results A total of 6 randomized controlled trials were included after screening.Meta-analysis showed that PBL had significant effects on students' final grades [MD=8.27,95%CI(5.67,10.88),Z=6.22,P<0.05],cooperative consciousness [RR=1.19,95%CI(1.02,1.39),Z=2.22,P=0.03],knowledge application ability [RR=1.19,95%CI(1.09,1.29),Z=3.93,P<0.000 01],autonomous learning ability [RR=1.33,95%CI(1.20,1.48),Z=5.38,P<0.000 01]and learning initiative [RR=2.24,95%CI(1.06,4.72),Z=2.11,P=0.03] were significantly higher than those in the conventional teaching group,the differences were statistically significant(P<0.05).Conclusion The PBL teaching method is better than traditional teaching method in pharmacology teaching.