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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Abstract Full text Figures/Tables Video References Cited by

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.	罗勇为. " 以问题为中心”的教学模式设计. 中国成人教育, 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.	任辉, 曹宏, 房学东. 应用以问题为基础学习的教学提高7年制普通外科学教学质量. 中国实验诊断学, 2008, 12(9): 1190-1192.0.
5.	朱鴷, 结祥, 江华, 等. PBL 结合LBL 教学模式在八年制外科学教学中的应用效果分析. 教育管理与评价-职业卫生教育, 2015, 33(23): 37-38.0.
6.	李俊杰, 李霄, 赵威, 等. CBL联合PBL教学模式在普通外科教学中的应用. 基础医学教育, 2013, 15(4): 410-413.0.
7.	倪伟民, 衣服新, 王冰, 等. LBL教学模式下探讨PBL法对神经外科临床实习教学的作用. 解剖科学进展, 2016, 22(4): 467-468.0.
8.	卢纳, 杨青霖. PBL和LBL结合双轨教学法在胸外科临床教学中的应用. 生物技术世界, 2016, (2): 267.0.
9.	董超, 张国英, 海宇修. 传统教学结合PBL在泌尿外科教学中的应用探讨. 教育现代化, 2016, (2): 205-206.0.
10.	马明翠, 韩秉锡. 评价PBL与LBL结合在血管外科临床见习教学中的作用. 临床医药文献电子杂志, 2016, 3(1): 177-178.0.
11.	王运仓, 周小慧, 张芸. PBL和LBL相结合的双轨教学法在胸外科临床教学中的效果分析. 世界最新医学信息文摘, 2015, 15(35): 248.0.
12.	倪云峰, 杨瑞鑫, 汪健, 等. PBL与LBL相结合教学模式在胸外科临床实习教学中的应用. 基础医学教育, 2014, 16(8): 639-641.0.
13.	周艳, 唐鹏, 明佳, 等. PBL+LBL教学模式在乳腺外科临床见习中的应用. 西北医学教育, 2012, 20(5): 1044-1046.0.
14.	张桂萍, 梁桂玲, 洪红. 双轨教学模式在妇产科住院医师规范化培训带教中的探讨. 中国医药指南, 2012, 10(21): 382-383.0.
15.	张国伟. 双轨教学模式在留学生肝胆外科实习带教中的探讨. 基础医学教育, 2011, 13(5): 477-479.0.
16.	张国伟. PBL、LBL双轨教学模式在肝胆外科住院医师规范化培训中的应用研究. 重庆医学, 2011, 40(5): 450-451.0.
17.	王宇, 蒋晓青. PBL+LBL教学模式在肝胆外科实习带教中的应用. 中国高等医学教育, 2011, (12): 108-109.0.
18.	靳瑾, 张国伟. PBL+LBL教学模式在妇产科八年制临床见习中的应用. 基础医学教育, 2011, 13(2): 185-187.0.
19.	张国伟, 靳瑾, 周杰. PBL+LBL教学模式在八年制肝胆外科实习带教的应用. 山西医科大学学报(基础医学教育版), 2010, 12(3): 301-303.0.
20.	王丽琼, 施晓波, 丁依玲. PBL+LBL双轨教学模式在妇产科教学中的应用. 医学教育探索, 2006, 5(10): 940-941.0.
21.	董平, 张生来, 董艳, 等. PBL+LBL双轨教学模式在国内临床医学教学中应用效果的Meta分析. 浙江医学教育, 2013, 12(1): 1-5.0.
22.	崔炳权, 何震宇, 王庆华, 等. PBL教学法的研究综述和评价. 中国高等医学教育, 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.	吴辉, 孙翔, 石如玲, 等. PBL+LBL教学法在全科医学概论课程中的应用效果研究. 中国全科医学, 2015, 18(10): 1176-1180.0.
25.	李静, 陆瑾, 阮志忠. PBL法结合LBL法在《针灸学》教学中的应用效果. 中国针灸, 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.	张洁, 段宣初, 贾松柏. PBL与LBL相结合教学模式在眼科教学中的应用. 医学教育探索, 2007, 6(11): 1035-1037.0.
28.	余枭, 田步宁, 聂华玲, 等. 八年制医学生外科学临床见习教学体会. 基础医学教育, 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. 罗勇为. " 以问题为中心”的教学模式设计. 中国成人教育, 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. 任辉, 曹宏, 房学东. 应用以问题为基础学习的教学提高7年制普通外科学教学质量. 中国实验诊断学, 2008, 12(9): 1190-1192.0.
5. 朱鴷, 结祥, 江华, 等. PBL 结合LBL 教学模式在八年制外科学教学中的应用效果分析. 教育管理与评价-职业卫生教育, 2015, 33(23): 37-38.0.
6. 李俊杰, 李霄, 赵威, 等. CBL联合PBL教学模式在普通外科教学中的应用. 基础医学教育, 2013, 15(4): 410-413.0.
7. 倪伟民, 衣服新, 王冰, 等. LBL教学模式下探讨PBL法对神经外科临床实习教学的作用. 解剖科学进展, 2016, 22(4): 467-468.0.
8. 卢纳, 杨青霖. PBL和LBL结合双轨教学法在胸外科临床教学中的应用. 生物技术世界, 2016, (2): 267.0.
9. 董超, 张国英, 海宇修. 传统教学结合PBL在泌尿外科教学中的应用探讨. 教育现代化, 2016, (2): 205-206.0.
10. 马明翠, 韩秉锡. 评价PBL与LBL结合在血管外科临床见习教学中的作用. 临床医药文献电子杂志, 2016, 3(1): 177-178.0.
11. 王运仓, 周小慧, 张芸. PBL和LBL相结合的双轨教学法在胸外科临床教学中的效果分析. 世界最新医学信息文摘, 2015, 15(35): 248.0.
12. 倪云峰, 杨瑞鑫, 汪健, 等. PBL与LBL相结合教学模式在胸外科临床实习教学中的应用. 基础医学教育, 2014, 16(8): 639-641.0.
13. 周艳, 唐鹏, 明佳, 等. PBL+LBL教学模式在乳腺外科临床见习中的应用. 西北医学教育, 2012, 20(5): 1044-1046.0.
14. 张桂萍, 梁桂玲, 洪红. 双轨教学模式在妇产科住院医师规范化培训带教中的探讨. 中国医药指南, 2012, 10(21): 382-383.0.
15. 张国伟. 双轨教学模式在留学生肝胆外科实习带教中的探讨. 基础医学教育, 2011, 13(5): 477-479.0.
16. 张国伟. PBL、LBL双轨教学模式在肝胆外科住院医师规范化培训中的应用研究. 重庆医学, 2011, 40(5): 450-451.0.
17. 王宇, 蒋晓青. PBL+LBL教学模式在肝胆外科实习带教中的应用. 中国高等医学教育, 2011, (12): 108-109.0.
18. 靳瑾, 张国伟. PBL+LBL教学模式在妇产科八年制临床见习中的应用. 基础医学教育, 2011, 13(2): 185-187.0.
19. 张国伟, 靳瑾, 周杰. PBL+LBL教学模式在八年制肝胆外科实习带教的应用. 山西医科大学学报(基础医学教育版), 2010, 12(3): 301-303.0.
20. 王丽琼, 施晓波, 丁依玲. PBL+LBL双轨教学模式在妇产科教学中的应用. 医学教育探索, 2006, 5(10): 940-941.0.
21. 董平, 张生来, 董艳, 等. PBL+LBL双轨教学模式在国内临床医学教学中应用效果的Meta分析. 浙江医学教育, 2013, 12(1): 1-5.0.
22. 崔炳权, 何震宇, 王庆华, 等. PBL教学法的研究综述和评价. 中国高等医学教育, 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. 吴辉, 孙翔, 石如玲, 等. PBL+LBL教学法在全科医学概论课程中的应用效果研究. 中国全科医学, 2015, 18(10): 1176-1180.0.
25. 李静, 陆瑾, 阮志忠. PBL法结合LBL法在《针灸学》教学中的应用效果. 中国针灸, 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. 张洁, 段宣初, 贾松柏. PBL与LBL相结合教学模式在眼科教学中的应用. 医学教育探索, 2007, 6(11): 1035-1037.0.
28. 余枭, 田步宁, 聂华玲, 等. 八年制医学生外科学临床见习教学体会. 基础医学教育, 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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