PBL+CBL模式在肝胆外科临床教学中效果的系统评价  

Systematic Evaluation of the Effect of PBL+CBL Model in Clinical Teaching of Hepatobiliary Surgery

作　　者：钟扬[1,2] 何苗 刘志[1,2] 张光年[1,2] 任冬梅[1] 秦龙[3] 李婷 陈建宇[1,2] ZHONG Yang;HE Miao;LIU Zhi;ZHANG Guangnian;REN Dongmei;QIN Long;LI Ting;CHEN Jianyu(The Second Department of Hepatobiliary Surgery,Affiliated Hospital of North Sichuan Medical College,Nanchong Sichuan 637000,China;Institute of Hepatobiliary,Pancreatic and Intestinal Disease,North Sichuan Medical College,Nanchong Sichuan 637000,China;Department of Gastrointestinal Surgery,Nanchong Central Hospital,Nanchong Sichuan 637000,China)

机构地区：[1]川北医学院附属医院肝胆外二科,四川南充637000 [2]川北医学院肝胆胰疾病研究所,四川南充637000 [3]南充市中心医院胃肠外科,四川南充637000

出　　处：《中国继续医学教育》2023年第9期52-58,共7页China Continuing Medical Education

基　　金：四川省南充市科技项目(20SXQT0272);川北医学院附属医院科研发展计划项目(2022ZD001)。

摘　　要：目的系统评价以问题为基础的教学法(problembased learning,PBL)联合以案例为基础的教学法(casebased learning,CBL)对比以授课为基础(lecture-based learning,LBL)的传统教学法在肝胆外科临床教学中的应用效果。方法检索PubMed、Cochrane图书馆、知网、万方、VIP维普中文数据库中对比肝胆外科PBL、CBL联合教学模式(PBL+CBL)和以授课为基础的教学模式(LBL)教学效果的对照研究,检索建库至2021年12月以来文献,按纳入标准提取数据,运用RevMan5.3软件进行Meta分析。结果共纳入文献10篇,包括868名学生;其中PBL+CBL组431名,LBL组437名;其中低年资组728名,高年资组140名。Meta分析显示:PBL+CBL组学生的理论成绩(SMD=2.37,95%CI:1.61~3.13,P<0.01)、技能成绩(SMD=2.37,95%CI:1.34~3.41,P<0.01)都明显高于LBL组,其差异具有统计学意义;PBL+CBL组教学满意度(98.6%vs.79.1%,OR=15.82,95%CI:5.31~47.14,P<0.01)和教学满意度评分(MD=6.31,95%CI:4.46~8.16,P<0.01)均高于LBL组;学生的学习兴趣(SMD=1.66,95%CI:0.52~2.80,P=0.004)、学习主动性(SMD=1.73,95%CI:1.47~2.00,P<0.01)更强烈。结论相较于LBL模式,PBL+CBL联合教学模式可大幅提高学员的学习积极性和自主学习兴趣,显著提升学员的操作技能和基础理论水平,同时还能明显提高教学满意评分和教学满意度。Objective To systematic review of the application effect of the problem-based teaching(PBL)combined with case-based teaching(CBL)versus traditional teaching(LBL)in clinical teaching of hepatobiliary surgery.Methods Searched PubMed,Cochrane Library,CNKI,Wanfang,and VIP Chinese databases for comparative studies comparing the teaching effect of PBL and CBL combined teaching mode(PBL+CBL)and lecture-based teaching mode(LBL)in hepatobiliary surgery.Literatures from the establishment of the database to December 2021 were retrieved,data were extracted according to the inclusion criteria.RevMan 5.3 software was used for meta-analysis.Results A total of 10 articles were included,including 868 students;among them,431 were in the PBL+CBL group and 437 were in the LBL group,728 were in the low-level group and 140 were in the high-level group.Meta-analysis showed that the theoretical scores(SMD=2.37,95%CI:1.61 to 3.13,P<0.01)and skill scores(SMD=2.37,95%CI:1.34 to 3.41,P<0.01)of the students in the PBL+CBL group were significantly higher than those in LBL group,the differences were statistically significant,the teaching satisfaction of the PBL+CBL group(98.6%vs.79.1%,OR=15.82,95%CI:5.31~47.14,P<0.01)and teaching satisfaction score(MD=6.31,95%CI:4.46 to 8.16,P<0.01)were higher than those in the LBL group,students'interest in learning(SMD=1.66,95%CI:0.52 to 2.80,P=0.004),learning initiative(SMD=1.73,95%CI:1.47 to 2.00,P<0.01)was stronger.Conclusion Compared with the LBL model,the PBL+CBL joint teaching model can significantly enhance students'interest and enthusiasm in autonomous learning,significantly improve students'basic theory,operational skills and case analysis ability,and greatly improve teaching satisfaction and teaching satisfaction scores.

关 键 词：以问题为基础的教学模式 以案例为基础的教学模式 以授课为基础的教学模式 肝胆外科 临床教学:系统评价 

分 类 号：G642[文化科学—高等教育学]