Effects of problem-based combined with lecture-based double-track learning versus lecture-based learning in surgery education in China: a systematic review_Chinese Journal of Evidence-Based Medicine

Authors：

JIA Xue , ZENG Wen , ZHANG Qin , CHEN Nian , WU Yan ,  CHENG Chunyan

West China School of Medicine, Sichuan University, Chengdu, 610041, P.R.China;

Corresponding?author：

CHENG Chunyan, Email: 263660863@qq.com

Keywords：

Problem-based learning (PBL); Lecture-based learning (LBL); Surgery; Meta-analysis; Randomized controlled trial; China

DOI：

10.7507/1672-2531.201703070

Video：

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Objective To systematically review the teaching effects of problem-based learning (PBL) combined with lecture-based learning (LBL) versus lecture-based learning (LBL) teaching models on students in surgical clinical education in China. Methods Such databases as The Cochrane Library, PubMed, CNKI, WanFang Data and VIP were electronically searched for randomized controlled trials (RCTs) on PBL+LBL versus LBL applied in surgery education in China from inception to February 2017. Two reviewers independently screened literature, extracted data and assessed the risk of bias of included studies. Then, meta-analysis was performed using RevMan 5.2 software. Results Fourteen RCTs including 1 386 students were included. The results of meta-analysis showed, compared with LBL, PBL+LBL were superior in basic knowledge of surgery (MD=3.33, 95%CI 2.07 to 4.60, P<0.000 01), case analysis (MD=5.90, 95%CI 2.61 to 9.19,P=0.000 4), clinical skills (MD=3.38, 95%CI 0.57 to 6.19, P=0.02), comprehensive performance (MD=7.15, 95%CI 3.87 to 10.43, P<0.000 1) and teaching satisfaction (OR=3.05, 95%CI 1.90 to 4.9,P<0.000 01) with significant difference. There was no differences in inquiry/physical examination/medical record between the two groups (MD=0.82, 95%CI 0 to 1.64,P=0.05). Conclusions PBL+LBL teaching method is superior to LBL in surgical clinical education in China. Large-scale and high quality randomized controlled trials are needed to confirm the above conclusions.

Citation： JIA Xue, ZENG Wen, ZHANG Qin, CHEN Nian, WU Yan, CHENG Chunyan. Effects of problem-based combined with lecture-based double-track learning versus lecture-based learning in surgery education in China: a systematic review. Chinese Journal of Evidence-Based Medicine, 2017, 17(10): 1224-1230. doi: 10.7507/1672-2531.201703070 Copy

1.	McParland M, Noble LM, Livingston G. The effectiveness of problem-based learning compared to traditional teaching in undergraduate psychiatry. Med Educ, 2004, 38(8): 859-867.
2.	羅勇為. " 以問題為中心”的教學模式設計. 中國成人教育, 2006, (2): 104-105.0.
3.	Wiznia D, Korom R, Marzuk P, et al. PBL 2.0: enhancing problem-based learning through increased student participation. Med Educ Online, 2012, 17: 17375.
4.	任輝, 曹宏, 房學東. 應用以問題為基礎學習的教學提高7年制普通外科學教學質量. 中國實驗診斷學, 2008, 12(9): 1190-1192.0.
5.	朱鴷, 結祥, 江華, 等. PBL 結合LBL 教學模式在八年制外科學教學中的應用效果分析. 教育管理與評價-職業衛生教育, 2015, 33(23): 37-38.0.
6.	李俊杰, 李霄, 趙威, 等. CBL聯合PBL教學模式在普通外科教學中的應用. 基礎醫學教育, 2013, 15(4): 410-413.0.
7.	倪偉民, 衣服新, 王冰, 等. LBL教學模式下探討PBL法對神經外科臨床實習教學的作用. 解剖科學進展, 2016, 22(4): 467-468.0.
8.	盧納, 楊青霖. PBL和LBL結合雙軌教學法在胸外科臨床教學中的應用. 生物技術世界, 2016, (2): 267.0.
9.	董超, 張國英, 海宇修. 傳統教學結合PBL在泌尿外科教學中的應用探討. 教育現代化, 2016, (2): 205-206.0.
10.	馬明翠, 韓秉錫. 評價PBL與LBL結合在血管外科臨床見習教學中的作用. 臨床醫藥文獻電子雜志, 2016, 3(1): 177-178.0.
11.	王運倉, 周小慧, 張蕓. PBL和LBL相結合的雙軌教學法在胸外科臨床教學中的效果分析. 世界最新醫學信息文摘, 2015, 15(35): 248.0.
12.	倪云峰, 楊瑞鑫, 汪健, 等. PBL與LBL相結合教學模式在胸外科臨床實習教學中的應用. 基礎醫學教育, 2014, 16(8): 639-641.0.
13.	周艷, 唐鵬, 明佳, 等. PBL+LBL教學模式在乳腺外科臨床見習中的應用. 西北醫學教育, 2012, 20(5): 1044-1046.0.
14.	張桂萍, 梁桂玲, 洪紅. 雙軌教學模式在婦產科住院醫師規范化培訓帶教中的探討. 中國醫藥指南, 2012, 10(21): 382-383.0.
15.	張國偉. 雙軌教學模式在留學生肝膽外科實習帶教中的探討. 基礎醫學教育, 2011, 13(5): 477-479.0.
16.	張國偉. PBL、LBL雙軌教學模式在肝膽外科住院醫師規范化培訓中的應用研究. 重慶醫學, 2011, 40(5): 450-451.0.
17.	王宇, 蔣曉青. PBL+LBL教學模式在肝膽外科實習帶教中的應用. 中國高等醫學教育, 2011, (12): 108-109.0.
18.	靳瑾, 張國偉. PBL+LBL教學模式在婦產科八年制臨床見習中的應用. 基礎醫學教育, 2011, 13(2): 185-187.0.
19.	張國偉, 靳瑾, 周杰. PBL+LBL教學模式在八年制肝膽外科實習帶教的應用. 山西醫科大學學報(基礎醫學教育版), 2010, 12(3): 301-303.0.
20.	王麗瓊, 施曉波, 丁依玲. PBL+LBL雙軌教學模式在婦產科教學中的應用. 醫學教育探索, 2006, 5(10): 940-941.0.
21.	董平, 張生來, 董艷, 等. PBL+LBL雙軌教學模式在國內臨床醫學教學中應用效果的Meta分析. 浙江醫學教育, 2013, 12(1): 1-5.0.
22.	崔炳權, 何震宇, 王慶華, 等. PBL教學法的研究綜述和評價. 中國高等醫學教育, 2009, (7): 105.0.
23.	Onyon C. Problem-based learning: a review of the educational and psychological theory. Clin Teach, 2012, 9(1): 22-26.
24.	吳輝, 孫翔, 石如玲, 等. PBL+LBL教學法在全科醫學概論課程中的應用效果研究. 中國全科醫學, 2015, 18(10): 1176-1180.0.
25.	李靜, 陸瑾, 阮志忠. PBL法結合LBL法在《針灸學》教學中的應用效果. 中國針灸, 2015, 35(08): 831-834.0.
26.	Karpa KD, Vrana KE. Creating a virtual pharmacology curriculum in a problem-based learning environment: one medical school's experience. Acad Med, 2013, 88(2): 198-205.
27.	張潔, 段宣初, 賈松柏. PBL與LBL相結合教學模式在眼科教學中的應用. 醫學教育探索, 2007, 6(11): 1035-1037.0.
28.	余梟, 田步寧, 聶華玲, 等. 八年制醫學生外科學臨床見習教學體會. 基礎醫學教育, 2011, 13(2): 178-180.0.

1. McParland M, Noble LM, Livingston G. The effectiveness of problem-based learning compared to traditional teaching in undergraduate psychiatry. Med Educ, 2004, 38(8): 859-867.
2. 羅勇為. " 以問題為中心”的教學模式設計. 中國成人教育, 2006, (2): 104-105.0.
3. Wiznia D, Korom R, Marzuk P, et al. PBL 2.0: enhancing problem-based learning through increased student participation. Med Educ Online, 2012, 17: 17375.
4. 任輝, 曹宏, 房學東. 應用以問題為基礎學習的教學提高7年制普通外科學教學質量. 中國實驗診斷學, 2008, 12(9): 1190-1192.0.
5. 朱鴷, 結祥, 江華, 等. PBL 結合LBL 教學模式在八年制外科學教學中的應用效果分析. 教育管理與評價-職業衛生教育, 2015, 33(23): 37-38.0.
6. 李俊杰, 李霄, 趙威, 等. CBL聯合PBL教學模式在普通外科教學中的應用. 基礎醫學教育, 2013, 15(4): 410-413.0.
7. 倪偉民, 衣服新, 王冰, 等. LBL教學模式下探討PBL法對神經外科臨床實習教學的作用. 解剖科學進展, 2016, 22(4): 467-468.0.
8. 盧納, 楊青霖. PBL和LBL結合雙軌教學法在胸外科臨床教學中的應用. 生物技術世界, 2016, (2): 267.0.
9. 董超, 張國英, 海宇修. 傳統教學結合PBL在泌尿外科教學中的應用探討. 教育現代化, 2016, (2): 205-206.0.
10. 馬明翠, 韓秉錫. 評價PBL與LBL結合在血管外科臨床見習教學中的作用. 臨床醫藥文獻電子雜志, 2016, 3(1): 177-178.0.
11. 王運倉, 周小慧, 張蕓. PBL和LBL相結合的雙軌教學法在胸外科臨床教學中的效果分析. 世界最新醫學信息文摘, 2015, 15(35): 248.0.
12. 倪云峰, 楊瑞鑫, 汪健, 等. PBL與LBL相結合教學模式在胸外科臨床實習教學中的應用. 基礎醫學教育, 2014, 16(8): 639-641.0.
13. 周艷, 唐鵬, 明佳, 等. PBL+LBL教學模式在乳腺外科臨床見習中的應用. 西北醫學教育, 2012, 20(5): 1044-1046.0.
14. 張桂萍, 梁桂玲, 洪紅. 雙軌教學模式在婦產科住院醫師規范化培訓帶教中的探討. 中國醫藥指南, 2012, 10(21): 382-383.0.
15. 張國偉. 雙軌教學模式在留學生肝膽外科實習帶教中的探討. 基礎醫學教育, 2011, 13(5): 477-479.0.
16. 張國偉. PBL、LBL雙軌教學模式在肝膽外科住院醫師規范化培訓中的應用研究. 重慶醫學, 2011, 40(5): 450-451.0.
17. 王宇, 蔣曉青. PBL+LBL教學模式在肝膽外科實習帶教中的應用. 中國高等醫學教育, 2011, (12): 108-109.0.
18. 靳瑾, 張國偉. PBL+LBL教學模式在婦產科八年制臨床見習中的應用. 基礎醫學教育, 2011, 13(2): 185-187.0.
19. 張國偉, 靳瑾, 周杰. PBL+LBL教學模式在八年制肝膽外科實習帶教的應用. 山西醫科大學學報(基礎醫學教育版), 2010, 12(3): 301-303.0.
20. 王麗瓊, 施曉波, 丁依玲. PBL+LBL雙軌教學模式在婦產科教學中的應用. 醫學教育探索, 2006, 5(10): 940-941.0.
21. 董平, 張生來, 董艷, 等. PBL+LBL雙軌教學模式在國內臨床醫學教學中應用效果的Meta分析. 浙江醫學教育, 2013, 12(1): 1-5.0.
22. 崔炳權, 何震宇, 王慶華, 等. PBL教學法的研究綜述和評價. 中國高等醫學教育, 2009, (7): 105.0.
23. Onyon C. Problem-based learning: a review of the educational and psychological theory. Clin Teach, 2012, 9(1): 22-26.
24. 吳輝, 孫翔, 石如玲, 等. PBL+LBL教學法在全科醫學概論課程中的應用效果研究. 中國全科醫學, 2015, 18(10): 1176-1180.0.
25. 李靜, 陸瑾, 阮志忠. PBL法結合LBL法在《針灸學》教學中的應用效果. 中國針灸, 2015, 35(08): 831-834.0.
26. Karpa KD, Vrana KE. Creating a virtual pharmacology curriculum in a problem-based learning environment: one medical school's experience. Acad Med, 2013, 88(2): 198-205.
27. 張潔, 段宣初, 賈松柏. PBL與LBL相結合教學模式在眼科教學中的應用. 醫學教育探索, 2007, 6(11): 1035-1037.0.
28. 余梟, 田步寧, 聶華玲, 等. 八年制醫學生外科學臨床見習教學體會. 基礎醫學教育, 2011, 13(2): 178-180.0.

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Effects of problem-based combined with lecture-based double-track learning versus lecture-based learning in surgery education in China: a systematic review

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