PBL与LBL教学法在泌尿外科教学中应用效果的Meta分析

Meta-analysis of the Comparison between the Application Effect of PBL Teaching Method and LBL Teaching Method in the Teaching Process of Urology

目的探讨PBL教学模式与LBL教学模式在泌尿外科学教学过程中应用效果对比,为泌尿外科临床教学过程中的教学方法选择提供依据。方法系统检索万方、维普和中国知网等数据库自2010年1月1日-2022年05月31日期间有关PBL教学法与LBL教学法的在泌尿外科学教学中的对比文章。从文章中提取的指标主要包括成绩以及课堂氛围,学习兴趣,学生各方面能力提升等,使用Review Manager统计软件(5.3版)对数据进行分析评估。采用森林图展示meta分析的结果。异质性较大的对比应用随机效应模型,异质性较小的对比应用固定效应模型,P<0.05为差异具有统计学意义。结果最终纳入12项研究,包含1221名泌尿外科临床教学的学生。结果分析显示,与LBL教学模式相比,PBL教学模式可明显提高学生对老师的满意度(OR 4.94;95%CI 1.77,13.79;P=0.002),提高学习兴趣(OR 2.96;95%CI 2.04,4.30;P<0.00001)、提高理解能力(OR 4.07;95%CI 2.16,7.66;P<0.0001)、课堂气氛更加活跃(OR 4.54;95%CI 3.11,6.65;P<0.00001),提高团队协作能力(OR 9.70;95%CI 2.38,39.61;P=0.002)、提高临床分析能力(OR3.97;95%CI2.75,5.72;P<0.00001)、提高学习主动性(OR9.61;95%CI1.15,80.57;P=0.04),提高自学能力(OR 8.74;95%CI 1.66,45.95;P=0.01),提高查阅文献能力(OR 14.74;95%CI1.69,128.52;P=0.01)、以及表达能力(OR 3.92;95%CI 1.76,8.72;P=0.0008)等。结论相对于CBL教学法,PBL教学方法在泌尿外科教学过程中在提高学生满意度、学习兴趣、理解分析表达能力、学习主动性及自学能力、文献查阅及自学能力方面优势显著,值得在泌尿外科临床教学过程中进一步推广应用。

Objectives To explore the comparison of the application effect of PBL teaching mode and LBL teaching mode in the teaching process of urology,and provide a basis for the selection of teaching methods in the clinical teaching process of urology.Methods The databases of Wanfang,VIP and CNKI were systematically retrieved from January 1st,2010 to May 31st,2022 for comparative articles on PBL teaching method and LBL teaching method in urology teaching.The extracted indicators mainly include grades,classroom atmosphere,learning interest,and the improvement of students'abilities in various aspects,etc.,and the statistical software Review Manager(version 5.3)was used to analyze and evaluate the data.The results of the meta-analysis were presented in a forest plot.A random-effects model was used for comparisons with large heterogeneity,and a fixed-effects model was used for comparisons with small heterogeneity.P<0.05 was considered statistically significant.Results Twelve studies involving 1221 urology clinical teaching students were included.Meta analysis showed that compared with LBL teaching mode,PBL teaching mode can significantly improve students'satisfaction with teachers(OR 4.94;95%CI 1.77,13.79;P=0.002),and improve learning interest(OR 2.96;95%CI 2.04,4.30;P<0.00001),improved comprehension(OR 4.07;95%CI 2.16,7.66;P<0.0001),more active classroom atmosphere(OR 4.54;95%CI 3.11,6.65;P<0.00001),improved teamwork ability(OR 9.70;95%CI 2.38,39.61;P=0.002),improved clinical analysis ability(OR 3.97;95%CI 2.75,5.72;P<0.00001),improved learning initiative(OR 9.61;95%CI 1.15,80.57;P=0.04),improved self-learning ability(OR 8.74;95%CI 1.66,45.95;P=0.01),improved literature review ability(OR 14.74;95%CI 1.69,128.52;P=0.01),and expression ability(OR 3.92;95%CI 1.76,8.72;P=0.0008),etc.Conclusions Compared with the CBL teaching method,the PBL teaching method had significant advantages in improving student satisfaction,learning interest,understanding,analysis and expression ability,learning initiative and self-study ability,literature review and self-study ability in the teaching process of urology surgery,which was worth further promotion and application in the teaching process.