PBL与LBL教学模式在临床见习中应用研究的Meta分析.doc

文档介绍：PBL与LBL教学模式在临床见习中应用研究的Meta分析
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作者:郭文萃许立新高颖昌冯伟捷
【摘要】目的:运用Meta分析的方法定量评价以问题为基础的学习(PBL)与以讲座为基础的学习(LBL)两种教学模式在临床见习课程中应用效果。方法:检索中国生物医学文献、中文学术期刊全文、PubMed、EBSCO、Cochrane图书馆等数据库近10年发表的有关PBL与LBL教学法在临床见习课程中应用的文献,根据选择标准选取前瞻性的随机对照研究,从基础理论知识和临床实践能力两方面计算合并效应值及其95%CI区间。结果:获取基础理论知识方面PBL与LBL合并效应值之间差异无统计学意义(d=, 95%CI为-~,);提高临床实践能力方面合并效应值PBL显著优于LBL(d=, 95%~,)。结论:在临床见习课程中应用PBL教学法能够提高学习者临床实践能力。
【关键词】 Meta分析;以问题为基础的学习;以讲座为基础的学习;临床见习
Abstract Objective: To evaluate the efficacy of problem-based learning(PBL) and lecture-based learning(LBL) applied in clinical clerkship by using Meta-analysis. Methods: Related studies in recent 10 years were searched through, CNKI, CBMdisc, PubMed, EBSCO and Cochrane library. The randomized control trials meeting the pre-defined criteria were chosen. e measures included participants’ basic knowledge and the performance of clinical practice. Results: There was no significant difference in bined effect sizes of the basic knowledge between PBL and LBL(d=, 95%CI为-~,).However, there was significant difference in those of the performance of clinical practice between PBL and LBL(d=, 95%~,).Conclusion: PBL in clinical clerkship can facilitate participants’ performance of the clinical practice.
Key words Meta-analysis; Problem-based learn