Objective To systematically review the effects of problem-based learning (PBL) versus lecture-based learning (LBL) teaching models on students in surgery education in China. Methods Such databases as CNKI, WanFang Data and PubMed were electronically searched for literature on PBL versus LBL applied in surgery education in China up to June 30th, 2013. According to the inclusion and exclusion criteria, we screened literature, extracted data, and assessed the methodological quality of included studies. Then meta-analysis was performed using RevMan 5.2 software. Results Sixteen studies were included totally, all of which were low in quality. Compared with LBL, PBL was superior in surgery comprehensive scores (WMD=4.98, 95%CI 3.88 to 6.09, Plt;0.000 01), fundamental theoretical knowledge (WMD=3.09, 95%CI 0.81 to 5.38, P=0.008), clinical manipulation skills (WMD=4.70, 95%CI 2.69 to 6.71, Plt;0.000 01), and practical ability (WMD=2.13, 95%CI 1.11 to 3.15, Plt;0.000 1) with significant differences. Conclusion PBL teaching method is superior to LBL in surgery education.
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.
ObjectiveTo systematically review the teaching effects of Seminar teaching model versus lecture-based learning (LBL) teaching model on clinical medical students in China.MethodsPubMed, Embase, the Cochrane Library, Web of Science, China National Knowledge Internet, WanFang Data and VIP database were electronically searched for randomized controlled trials (RCTs) on Seminar versus LBL applied in clinical medical students in China, from the establishment of database to October 2017. The Meta-analysis was performed using RevMan 5.2 software.ResultsA total of 12 RCTs with 741 students were enrolled, including 380 in Seminar teaching group and 361 in LBL teaching group. The results of Meta-analysis demonstrated that the basic theory score [standard mean difference (SMD)=1.17, 95% confidence interval (CI) (0.72, 1.62), P<0.000 01], the clinical skill score [SMD=1.33, 95%CI (0.82, 1.83), P<0.000 01], the classroom atmosphere score ［SMD=1.51, 95%CI (1.13, 1.90), P<0.000 01］, the team score [SMD=0.86, 95%CI (0.50, 1.22), P<0.000 01], and the autonomous learning ability score [SMD=2.25, 95%CI (0.31, 4.18), P=0.02] of Seminar teaching group were superior to those in the LBL teaching group.ConclusionThe Seminar teaching model is superior to the LBL teaching model in clinical medical students.
ObjectiveTo systematically review the efficacy of the application of team-based learning (TBL) pedagogy and traditional lecture-based learning (LBL) pedagogy in radiology education.MethodsPubMed, EMbase, Web of Science, WanFang Data, CNKI and VIP databases were electronically searched to collect randomized controlled trials (RCTs) of the application of TBL and LBL pedagogy in radiology education from inception to March 31st, 2020. Two reviewers independently screened literature, extracted data, and assessed the risk of bias of included studies; meta-analysis was then performed by using Stata/SE 16.0 software.ResultsA total of 11 RCTs involving 721 participants were included. The results of meta-analysis showed that TBL significantly improved students’ theoretical assessment scores (SMD=1.70, 95%CI 1.05 to 2.36, P<0.001), practical assessment scores (SMD=2.00, 95%CI 1.02 to 2.98, P<0.001), preference to the curriculum design (RR=1.53, 95%CI 1.19 to 1.97, P=0.001), agreed to more effective promotion in aspects of teamwork ability (RR=2.46, 95%CI 1.69 to 3.59, P<0.001), self-directed learning ability (RR=2.41, 95%CI 1.33 to 4.39, P=0.004), and clinical practice ability (RR=2.09, 95%CI 1.46 to 3.00, P<0.001) compared with LBL pedagogical method. However, no significant difference was found in the subjective evaluation of theoretical knowledge between two pedagogies.ConclusionsCurrent evidence shows that TBL pedagogy based on active learning and team cooperation has obvious advantages over traditional LBL mode in radiology education. Due to limited quality and quantity of the included studies, more high-quality studies are needed to verify above conclusions.