在临床医学教育中,基于案例的学习与基于问题的学习相比,基于讲座的学习的有效性:系统性审查和元分析
Bing-Rui Lu1, Xu-Ying Shi1, Li An2
1Department of Thoracic Surgery, Central Hospital Affiliated to Shandong First Medical University, 105 Jiefang Road, Lixia District, Jinan 250013, China.
Postgraduate medical journal
|January 9, 2026
概括
基于案例的学习 (CBL) 与基于问题的学习 (PBL) 相结合,与传统的基于讲座的学习 (LBL) 相比,大大提高了医学学生的知识,临床技能和满意度. 这种混合方法在医学教育中发展综合能力方面优越.
科学领域:
- 医学教育研究 医学教育研究
- 卫生科学中的教学策略
背景情况:
- 传统的基于讲座的学习 (LBL) 是临床医学教育中常见的一种方法.
- 寻求创新的教学策略,以提高学生的学习成果和满意度.
研究的目的:
- 系统地评估基于案例的学习 (CBL) 结合基于问题的学习 (PBL) 与LBL的有效性.
- 为了比较医学学生的知识获取,临床技能发展和学习满意度.
- 为医疗教育改革提供证据.
主要方法:
- 进行了随机对照试验的元分析.
- 在PubMed,科学网,Embase和Cochrane图书馆进行了搜索.
- 数据分析使用了RevMan 5.4和Stata 17.0软件.
主要成果:
- 包括7项研究,共604名参与者.
- CBL-PBL显著提高了理论成绩 (SMD=2.161),实践技能 (SMD=1.594) 和学习满意度 (ES=0.860).
- 在提高临床思维能力方面,CBL-PBL表现出明显的优势 (SMD=3.661).
结论:
- 基于案例的学习与基于问题的学习 (CBL-PBL) 相结合,比基于讲座的学习 (LBL) 更有效.
- CBL-PBL增强医学学生的知识获取,临床技能和整体能力.
- 这种教学策略应该被促进和优化,以促进学生的全面发展.
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