“PBL+CBL”教学模式在传染病教学中的有效性研究——基于随机对照实验的Meta分析

Effectiveness of PBL+CBL teaching mode in infectious diseases education--A meta-analysis of randomized controlled trials

目的评价相较于传统授课模式(lecture-based learning,LBL),以问题为基础的学习(problem-based learning,PBL)+以案例为基础的学习(case-based learning,CBL)在传染病教学中的效果。方法系统检索了比较PBL+CBL教学与LBL教学效果的随机对照研究,比较了2种教学模式下学生的理论成绩,病例分析成绩,技能操作成绩,以及对课程的满意度等。采用RevMan 5.3软件进行数据分析。结果纳入12篇随机对照试验文献,共包括研究对象1467例。Meta分析结果显示:PBL+CBL组的学生理论成绩高于对照组[均方差(mean difference,MD)=5.00,95%CI:3.65~6.35,P=0.000],技能操作成绩高于对照组(MD=3.67,95%CI:2.63~4.72,P=0.000),病例分析成绩高于对照组(MD=2.73,95%CI:1.74~3.72,P=0.000),并且PBL+CBL组学生对教学效果表示满意的高于LBL组(RR=1.28,95%CI:1.21~1.36,P=0.000)。结论在传染病教学中,PBL+CBL教学效果优于LBL教学,且学生对PBL+CBL的教学模式更加满意。

Objective The effectiveness of problem-based learning(PBL)combined with case-based learning(CBL)in infectious disease teaching was evaluated,comparing to traditional lecture based learning(LBL).Methods Randomized controlled studies were systematically searched to explore the effectiveness of PBL+CBL and LBL in infectious disease teaching.Students'theoretical scores,case analysis scores,skill operation scores,and satisfaction with the course were calculated under the 2 teaching modes.RevMan 5.3 software was use for data analysis.Results Twelve randomized controlled trials were included,involving 1467 students.Meta-analysis results showed that the PBL+CBL group had significantly higher scores of theory examination[mean difference(MD)=5.00,95%CI=3.65-6.35,P=0.000],skill examination(MD=3.67,95%CI:2.63-4.72,P=0.000),and case analysis(MD=2.73,95%CI:1.74-3.72,P=0.000)than the LBL group.In addition,students are more satisfied with the PBL+CBL than the LBL[RR=1.28,95%CI:1.21-1.36,P=0.000].Conclusion PBL+CBL teaching model is more effective than LBL teaching model in infectious disease teaching,and students are more satisfied with the PBL+CBL teaching model.