CBL教学和PBL教学在临床带教中效果比较分析  

Comparative Analysis of the Effectiveness of CBL Teaching and PBL Teaching in Clinical Teaching

作　　者：周鹏[1] 屠超 顾敏[3] 方正 邵耐远[1] ZHOU Peng;TU Chao;GU Min;FANG Zheng;SHAO Naiyuan(Department of Neurosurgery,the Third Affiliated Hospital of Soochow University,Changzhou 213003,Jiangsu,China;Department of General Practitioner,the Third Affiliated Hospital of Soochow University,Changzhou 213003,Jiangsu,China;Department of Oral and Maxillofacial Surgery,the Third Affiliated Hospital of Soochow University,Changzhou 213003,Jiangsu,China;Department of Bone Joint Surgery,the Third Affiliated Hospital of Soochow University,Changzhou 213003,Jiangsu,China)

机构地区：[1]苏州大学附属第三医院神经外科,江苏常州213003 [2]苏州大学附属第三医院全科医学科,江苏常州213003 [3]苏州大学附属第三医院口腔颌面外科,江苏常州213003 [4]苏州大学附属第三医院骨关节科,江苏常州213003

出　　处：《中国卫生产业》2024年第5期8-12,17,共6页China Health Industry

基　　金：苏州大学2022年研究生教育改革成果奖培育项目(5832001222);苏州大学2023年研究生教育改革成果奖培育项目(5832001223)。

摘　　要：目的研究以案例为基础的学习(Case-based Learning,CBL)、以问题为基础的学习(Problem-based Learning,PBL)两种教学模式在临床带教中的应用效果。方法检索中国学术期刊网全文数据库、维普中文科技期刊数据库、万方数据库、中国生物医学期刊数据库公开发表的CBL教学和PBL教学对比的文献,检索时间为各库建库至2023年1月31日。提取合格文献的相关信息,采用Stata 11.0统计软件进行Meta分析。结果共纳入9篇文献。CBL教学组和PBL教学组学生各为346名。CBL教学和PBL教学理论成绩数据比较,差异无统计学意义(SMD=1.47,95%CI:-3.80~6.74,Z=0.550,P=0.585)。CBL教学临床操作技能成绩优于PBL教学,差异有统计学意义(SMD=4.54,95%CI:0.44~8.65,Z=2.170,P=0.030)。CBL教学综合案例分析成绩优于PBL教学,差异有统计学意义(SMD=3.73,95%CI:1.80~5.66,Z=3.790,P<0.001)。CBL教学和PBL教学满意度比较,差异无统计学意义(RR=1.093,95%CI:1.00~1.20,Z=1.860,P=0.063)。结论CBL教学在提升学生临床操作技能及综合案例分析方面优于PBL教学,理论知识的掌握、满意度方面两种教学方法无差异。Objective To study the application effect of case-based learning(CBL)and problem-based learning(PBL)in clinical teaching.Methods The openly published literature comparing CBL teaching and PBL teaching were searched from the full-text database of China National Knowledge Infrastructure,VIP Chinese Science and Technology Journal Database,Wanfang Database,and China Biology Medicine Journal Database,and the search period was from the establishment of each database to January 31,2023,for the comparison of CBL teaching and PBL teaching.Relevant information of eligible literature was extracted and Meta-analyzed using Stata 11.0 statistical software.Re⁃sults A total of 9 literatures were included.There were 346 students in each of the CBL teaching and PBL teaching groups.When comparing the theoretical achievement data of CBL teaching and PBL teaching,the difference was not statistically significant(SMD=1.47,95%CI:-3.80~6.74,Z=0.550,P=0.585).CBL teaching clinical operational skills scores were superior to PBL teaching,and the difference was statistically significant(SMD=4.54,95%CI:0.44~8.65,Z=2.170,P=0.030).CBL teaching comprehensive case study scores were better than PBL teaching,and the difference was statistically significant(SMD=3.73,95%CI:1.80~5.66,Z=3.790,P<0.001).When comparing the satisfaction of CBL teaching and PBL teaching,the difference was not statistically significant(RR=1.093,95%CI:1.00~1.20,Z=1.860,P=0.063).Conclusion CBL teaching is superior to PBL teaching in improving students'clinical operation skills and comprehensive case analysis,and there is no difference between the two teaching methods in terms of theo-retical knowledge acquisition and satisfaction.

关 键 词：以案例为基础的学习 以问题为基础的学习 临床教学 教学效果 META分析 

分 类 号：R19[医药卫生—卫生事业管理]