PBL教学在介入放射学临床教学中应用效果的Meta分析  

Effects of problem-based learning in clinical teaching of interventional radiology:a Meta-analysis

作　　者：罗雯馨 张晶晶[2] 张艳艳[3] 李思情 谢敏仪[1] Luo Wenxin;Zhang Jingjing;Zhang Yanyan;Li Siqing;Xie Minyi(Gastrointestinal Surgery Department,the Fifth Affiliated Hospital of Sun Yat-sen University,Guangdong Zhuhai 519000,China;Neurointerventional&Interventional Vascular Surgery,the Fifth Affiliated Hospital of Sun Yat-sen University,Guangdong Zhuhai 519000,China;Infection with the Intensive Care Unit,the Fifth Affiliated Hospital of Sun Yat-sen University,Guangdong Zhuhai 519000,China)

机构地区：[1]中山大学附属第五医院胃肠外科,广东珠海519000 [2]中山大学附属第五医院神经介入&介入血管外科,广东珠海519000 [3]中山大学附属第五医院感染重症监护病区,广东珠海519000

出　　处：《中华介入放射学电子杂志》2021年第4期440-446,共7页Chinese Journal of Interventional Radiology：electronic edition

摘　　要：目的系统评价基于问题的教学法(PBL)在介入放射学临床教学中的应用效果。方法检索中国生物医学文献数据库系统(CBM)、中国知网期刊全文数据库(CNKI)、万方数据库、PubMed、Web of science、EMbase、the Cochrane Library等,搜集关于PBL在介入放射学临床教学中应用效果的临床对照研究文献,检索时限均为建库至2021年6月。由2名研究者独立进行文献筛选、资料提取并评价纳入研究的偏倚风险后,采用RevMan 5.3统计软件进行Meta分析。结果共纳入9篇中文文献,研究对象832人,其中PBL组416人,传统教学法(LBL)组416人。Meta分析结果显示与传统教学法组相比,PBL组能显著提高医学生的专业理论成绩[MD=7.67,95%CI(2.54,12.79)]、实践技能成绩[MD=7.12,95%CI(2.93,11.30)]、病例分析成绩[MD=10.90,95%CI(5.73,16.07)]和总成绩[MD=13.37,95%CI(11.42,15.32)];在增加医学生学习兴趣[OR=10.48,95%CI(6.88,15.95)]、提高临床实践能力[OR=10.65,95%CI(3.44,33.00)]及提高知识理解度[OR=8.67,95%CI(2.45,30.71)]方面优于LBL组。结果均有统计学意义(P<0.05)。结论当前证据表明,在介入放射学临床教学中,PBL教学法可提高医学生的专业理论知识、病例分析能力和实践操作技能,在增加学习兴趣、提高临床实践能力及知识理解度方面优于传统教学方法。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。Objective To systematically review the effects of problem-based learning(PBL)in clinical teaching of interventional radiology.Methods CBM,CNKI,WangFang Data and VIP databases,PubMed,Web of science,EMbase,the Cochrane Library and Scopus were searched online to collect randomized controlled trials of PBL in clinical teaching of interventional radiology from inception to June 2021.Two reviewers independently screened literature,extracted data and assessed the risk of bias of included studies.Meta-analysis was then performed using ReMan 5.3 software.Resluts A total of nine RCTs were included,with 832 subjects,including 416 in PBL group and 416 in LBL group.The results of metaanalysis showed that compared with the lecture-based learning(LBL)group,PBL group had a significant improvements on theoretical knowledge examination scores[MD=7.67,95%CI(2.54,12.79)],practical skills examination scores[MD=7.12,95%CI(2.93,11.30)],case analysis scores[MD=10.90,95%CI(5.73,16.07)],total scores[MD=13.37,95%CI(11.42,15.32)],increased learning interest[OR=10.48,95%CI(6.88,15.95)],improved clinical practice capacity[OR=10.65,95%CI(3.44,33.00)]and Improved understanding[OR=8.67,95%CI(2.45,30.71)],the differences were statistically significant.Conclusions Current evidence shows that PBL can improve clinical teaching effect of interventional radiology and learning satisfaction.Due to limited quality and quantity of the included studies,more high quality studies are required to verify above conclusions.

关 键 词：PBL教学 介入放射学 META分析 

分 类 号：G642[文化科学—高等教育学] R-4[文化科学—教育学]