问题教学法与案例讨论教学法整合教学模式应用于我国口腔临床教学效果的Meta分析  

Effect of integrated teaching mode of problem-based learning combined with case-based learning applied to clinical teaching of stomatology:a Meta-analysis

作　　者：杨燃[1] 税钰森 王艳[1] 王了 邹静[1] 张琼[1] YANG Ran;SHUI Yu-sen;WANG Yan;WANG Liao;ZOU Jing;ZHANG Qiong(National Clinical Research Center for Oral Diseases&Department of Pediatric Dentistry,West China Hospital of Stomatology,Sichuan University,Chengdu 610041,China;不详)

机构地区：[1]国家口腔疾病临床医学研究中心,四川大学华西口腔医学院儿童口腔科,儿童口腔医学教研室,四川成都610041 [2]国家口腔疾病临床医学研究中心,四川大学华西口腔医学院口腔颌面外科,四川成都610041

出　　处：《中国实用口腔科杂志》2023年第4期467-473,共7页Chinese Journal of Practical Stomatology

基　　金：国家自然科学基金(81800989);四川大学新时代医学教育创新发展研究项目面上项目(SCUYM06)。

摘　　要：目的 分析评价问题教学法(problem-based learning,PBL)与案例讨论教学法(case-based learning,CBL)整合教学模式应用于我国口腔临床教学的效果。方法 制定检索策略,计算机检索Pubmed、Embase、Cochrane Library、中国知网、中国生物医学文献服务系统、维普网和万方数据网,筛选出有关PBL与CBL整合教学模式(研究组)和以授课为基础(lecture-based learning,LBL)教学模式(对照组)在我国口腔临床教学中应用的随机对照试验研究,检索时限截至2023年4月。由2名研究者独立根据纳入标准筛选文献和提取资料,并评价纳入研究的偏倚风险,使用RevMan 5.3软件进行Meta分析得出结果。研究的主要结局指标为学生的理论成绩、病例分析成绩、实践操作技能成绩及总成绩。结果 共检索文献421篇,纳入28个随机对照试验研究。Meta分析结果显示,研究组学生在口腔医学临床教学中的理论成绩、病例分析成绩、实践操作技能成绩及总成绩均高于对照组,差异均有统计学意义(均P <0.001)。结论 PBL与CBL整合教学模式有利于提高口腔医学临床教学效果,有助于受教群体对理论知识的掌握和其临床技能的提升,值得在口腔临床教学中推广。Objective To evaluate and analyze the effect of integrated teaching mode of problem-based learning(PBL)combined with case-based learning(CBL)in clinical teaching of stomatology in China.Methods PubMed,Embase,Cochrane Library,CNKI,CBM databases,VIP and Wanfang Data were electronically searched based on the formulated search strategy to collect randomized controlled trials on PBL and CBL integrated teaching mode(study group)and lecture-based learning(LBL)teaching mode(control group)in clinical teaching of stomatology in China.The search is up to April 2023.Two reviewers independently screened the literature,extracted data and assessed the risk of bias of included studies according to the inclusion criteria designed in advance;then,Meta-analysis was performed by using RevMan 5.3.The main outcome indexes of the study were students′theoretical scores,case analysis scores,skill operation scores and total scores.Results A total of 421 literatures were searched out,and finally 28 randomized analysis showed that the theoretical knowledge scores,case analysis scores,skill operation scores and total scores of the students in the study group were higher than those in the control group in clinical teaching of stomatology,and the differences were statistically significant(P0.001).Conclusion PBL combined with CBL mode can improve clinical teaching effect of stomatology and improve student′s mastery of theoretical knowledge and their clinical skills,which is worth promotion in clinical teaching of stomatology.

关 键 词：问题教学法 案例讨论教学法 口腔医学 META分析 系统评价 随机对照试验 

分 类 号：R78[医药卫生—口腔医学]