我国PBL教学模式在肿瘤学临床教学中的效果及满意度的Meta分析  

The efficacy and satisfaction of PBL model in clinical oncology teaching in China: a meta-analysis

作　　者：董静思[1] 李冰洁 林丹[1] 周清华[1] DONG Jingsi;LI Bingjie;LIN Dan;ZHOU Qinghua(Department of Lung Cancer Center,West China Hospital of Sichuan University,Chengdu,610041,P.R.China)

机构地区：[1]四川大学华西医院肺癌中心

出　　处：《中国循证医学杂志》2019年第8期968-975,共8页Chinese Journal of Evidence-based Medicine

基　　金：四川省科技厅重点研究项目(编号：2018SZ0152);四川省卫健委计划项目(编号：18PJ432)

摘　　要：目的系统评价以问题为基础的教学模式(problem-based learning,PBL)在肿瘤学临床教学中的开展效果。方法计算机检索PubMed、EMbase、CNKI、WanFang Data和CBM数据库,搜集有关PBL教学模式在我国肿瘤学临床教学中应用的随机对照试验,检索时限均从2000年1月至2019年3月。由2名研究者独立筛选文献、提取资料并评价纳入研究的偏倚风险后,使用RevMan 5.3和Stata 12.0软件进行Meta分析。结果共纳入29个RCT,包括2 238例研究对象。Meta分析结果显示:PBL教学模式在肿瘤学临床教学中的总成绩[MD=6.50,95%CI(4.44,8.55),P<0.000 01]、理论知识成绩[MD=4.58,95%CI(3.38,5.78),P<0.000 01]、病例分析成绩[MD=4.26,95%CI(3.38,5.78),P<0.000 01]、技能操作成绩[MD=6.10,95%CI(4.77,7.43),P<0.000 01]、总体课程满意度[RR=1.74,95%CI(1.34,2.27),P<0.000 01]、增加学习兴趣[RR=1.52,95%CI(1.28,1.81),P<0.000 1]、提高团队协作能力[RR=1.67,95%CI(1.39,2.01),P=0.002]和提升自学能力[RR=1.51,95%CI(1.20,1.90),P<0.000 1]等方面均优于以授课为基础的传统教学模式(lecture-based learning,LBL)。结论当前证据表明,PBL教学模式可提高肿瘤学临床教学效果及提升教学满意度。受纳入研究数量和质量的限制,上述结论尚待更多高质量研究予以验证。Objectives To systematically review the efficacy of problem-based learning(PBL)model in clinical oncology teaching.Methods PubMed,EMbase,CNKI,WanFang Data,CBM databases were electronically searched to collect randomized controlled trials(RCTs)of PBL model used in clinical oncology teaching in China from January,2000 to March,2019.Two reviewers independently screened the literature,extracted data and assessed the risk of bias of included studies,then,meta-analysis was performed by using RevMan 5.3 and Stata 12.0 software.Results A total of 29 RCTs involving 2 238 subjects were included.The results of meta-analysis showed that:PBL model in clinical oncology teaching was superior to traditional lecture-based learning(LBL)model on the total score(MD=6.50,95%CI 4.44 to 8.55,P<0.000 01),theoretical knowledge score(MD=4.58,95%CI 3.38 to 5.78,P<0.000 01),case analysis score(MD=4.26,95%CI 3.38 to 5.78,P<0.000 01),skill operation score(MD=6.10,95%CI 4.77 to 7.43,P<0.000 01),overall course satisfaction(RR=1.74,95%CI 1.34 to 2.27,P<0.000 01),increased learning interest(RR=1.52,95%CI 1.28 to 1.81,P<0.000 1),improved teamwork cooperation(RR=1.67,95%CI 1.39 to 2.01,P=0.002),and improved self-study ability(RR=1.51,95%CI 1.20 to 1.90,P<0.000 1),the differences were statistically significant.Conclusions Current evidence shows that the PBL model can improve clinical teaching effect of oncology and learning satisfaction.Due to limited quality and quantity of the included studies accumulated,more high quality studies are required to verify above conclusion.

关 键 词：PBL 肿瘤学 教学 META分析 系统评价 随机对照试验 

分 类 号：R-4[医药卫生]