线上PBL教学对医学教学效果影响的荟萃分析

The influence of online problem-based learning on medical teaching effect: a meta-analysis

目的通过荟萃(meta)分析,比较线上基于问题学习(problem-based learning,PBL)教学与线下PBL教学和线下讲授式学习(lecture-based learning,LBL)教学的实施效果,评估线上PBL教学在医学教学中对学生知识水平、学习积极性和教学满意度方面的影响,从而更好地改进临床教学工作。方法从PubMed、Web of Science、Cumulative Index to Nursing and Allied Health Literature、Embase、Cochrane Central Register of Controlled Trials和Elsevier网站检索并筛选线上PBL教学文献,重点关注接受线上PBL教学/线下PBL教学/线下LBL教学后医学生的知识水平、学习积极性和教学满意度情况。本研究采用文献研究和试验对照方法,计算了纳入文献相关结果的均数±标准差(x±s)和95%可信区间(95%CI),通过I 2并设立亚组分析不同教学方法对医学教学效果的影响情况。结果本研究纳入11篇文献,共有来自6个国家的1364名医学生纳入meta分析。合并效应显示,线上PBL教学在提高医学生知识水平方面优于线下PBL教学和线下LBL教学(SMD=0.39,95%CI:0.17~0.61)。与线下PBL教学和LBL教学相比,医学生对线上PBL教学的满意度均有显著提高(SMD=1.76,95%CI:0.79~2.73)。亚组分析结果显示,线上PBL教学与线下PBL教学在对医学生学习积极性的影响方面,其差异无统计学意义(P>0.05)。结论本研究meta分析结果显示,相比线下PBL教学和线下LBL教学,线上PBL教学能够显著提高医学生的知识水平和教学满意度;同时,尚没有足够的证据表明线上PBL教学在提高医学生学习积极性方面优于线下PBL教学。

Objective The aim of this meta-analysis is to evaluate the effectiveness of online PBL on medical teaching effect in terms of knowledge level,learning motivation,and teaching satisfaction and then to better improve clinical teaching by comparing with offline PBL and offline lectured-based learning(LBL).Methods The literatures related to online PBL,which focus on the knowledge,learning motivation,and satisfaction in medical participants were searched from PubMed,Web of Science,Cumulative Index to Nursing and Allied Health Literature,Embase,Cochrane Central Register of Controlled Trials,and Elsevier.Literature study and comparative experiment method were adopted in this study.The mean±standard deviation and 95%confidence interval(95%CI)of the results were calculated for statistical analysis.I 2 was used to determine the influence of different teaching methods on the teaching effect.Results Eleven studies with 1364 participants from 6 countries were analyzed in the meta-analysis.The pooled effect showed that participants from the online PBL group performed better than offline PBL group and offline LBL group in knowledge(SM D=0.39,95%CI:0.17~0.61).Significant improvement was also seen in terms of satisfaction when comparing online PBL with traditional PBL and LBL(SMD=1.76,95%CI:0.79~2.73).Subgroup analysis showed no significant difference in learning motivation between online PBL and offline PBL(P>0.05).Conclusions The results of our meta-analysis indicate that comparing to offline PBL and offline LBL,conducting online problem-based learning has an obvious advantage in improving participants’knowledge and satisfaction performance in medical education.There is not enough evidence suggesting that online PBL is better than offline PBL in terms of learning motivation.