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与基于讲座的学习相比,基于问题的学习在外科教育中的有效性:系统性审查和元分析
Qi-Ming Zheng1,2, Yuan-Yuan Li1, Qing Yin3
1Department of Thoracic Surgery, Jinan Central Hospital, Shandong University, Jinan, 250013, China.
BMC medical education
|August 1, 2023
概括
基于问题的学习 (PBL) 通过提高临床能力和学生满意度,与基于讲座的学习 (LBL) 相比,显著提高了外科教育. 虽然PBL显示了优势,但需要进一步的研究来证实这些发现.
科学领域:
- 医学教育 医学教育
- 进行外科手术培训.
- 教学教育学 在教学上
背景情况:
- 评估不同教学模式在外科教育中的有效性至关重要.
- 基于问题的学习 (PBL) 和基于讲座的学习 (LBL) 是常见的教学方法.
- 需要进行系统的比较,以了解它们对外科实习生的影响.
研究的目的:
- 系统地评估PBL与LBL对外科教育学生学习的影响.
- 为了比较PBL和LBL在提高临床能力,理论知识,综合分数和学生满意度方面的有效性.
主要方法:
- 在PubMed,Embase,Web of Science和Cochrane图书馆数据库中进行了系统的文献搜索.
- 对手术课程中比较PBL和LBL的研究进行了选,提取了数据,并评估了方法质量.
- 用Stata 17.0软件进行了元分析.
主要成果:
- 在分析中包括了9项研究.
- 基于问题的学习 (PBL) 与基于讲座的学习 (LBL) 相比,在临床能力 (SMD = 0.81) 和学生满意度 (SMD = 2.13) 中表现出更好的结果.
- 在综合分数 (SMD = 0.26) 或理论知识 (SMD = -0.19) 中,在PBL和LBL之间没有发现显著差异.
结论:
- 基于问题的学习 (PBL) 教学模式比基于讲座的学习 (LBL) 更有效地提高了临床能力和学生对外科教育的满意度.
- 研究结果表明,PBL可能是开发实践技能和增强学员参与度的首选方法.
- 建议进行进一步的高质量,精心设计的研究,以验证这些结果并探索其他教育成果.
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