主 办:北 京 中 医 药 大 学
ISSN 1003-305X CN 11-1349/R

中医教育 ›› 2020, Vol. 39 ›› Issue (4): 41-49.doi: 10.3969/j.issn.1003-305X.2020.04.198

• 教育研究 • 上一篇    下一篇

PBL教学模式应用于我国医学院校针灸教学效果评价的系统综述与Meta分析研究*

曹卉娟1, 闫永红1, 于长禾2, 苑艺1, 杨晓明2, 费宇彤1, 李多多2#   

  1. 1北京中医药大学 北京 100029;
    2北京中医药大学东直门医院 北京 100700
  • 收稿日期:2019-09-09 发布日期:2020-07-29
  • 通讯作者: #李多多,男,副教授,硕士生导师
  • 作者简介:曹卉娟,女,副研究员,硕士生导师
  • 基金资助:
    *北京中医药大学教学名师培育计划,北京中医药大学教育教学研究课题(No.XJYB2074)

Systematic review and meta-analysis on evaluating the effectiveness of PBL teaching mode for acupuncture courses in medical schools in China*

Cao Huijuan1, Yan Yonghong1, Yu Changhe2, Yuan Yi1, Yang Xiaoming2, Fei Yutong1, Li Duoduo2#   

  1. 1 Beijing University of Chinese Medicine, Beijing 100029;
    2 Dongzhimen Hospital, Beijing University of Chinese Medicine, Beijing 100700
  • Received:2019-09-09 Published:2020-07-29

摘要: 目的 系统评价国内基于问题的教学模式(PBL)与以授课为基础的教学模式(LBL)对比在针灸教学中对学生学习效果的影响。方法 检索PubMed、EMBASE、Cochrane图书馆、重庆维普、万方和中国知网中PBL与LBL教学在我国针灸教学中效果对比的随机对照研究,检索截至2020年3月31日。按照纳入与排除标准筛选文献,由2位研究者独立提取资料和评价纳入研究的方法学质量。根据异质性检验的结果(I2值),采用RevMan5.3软件进行Meta分析。结果 共纳入21个研究,均为中文发表,方法学质量不高。Meta分析结果显示PBL教学模式在学生考试成绩(标准化均数差1.30,95%可信区间1.10-1.49,I2=44%,15项研究,921个学生)及满意度评价(相对危险度1.25,95%可信区间1.12-1.40,I2=16%,6项研究,328个学生)方面均优于LBL教学模式。亚组分析提示PBL教学效果在实习实训课更优,可能对提高学生实践能力更为有效。结论 在针灸教学尤其是实习带教中采用PBL教学模式更有助于提高学生的综合能力、增强教学效果、增加学生的满意度。

关键词: PBL, LBL, 针灸, 教学, 系统综述, Meta分析

Abstract: Objective To systematically evaluate the impact of the problem-based teaching model (PBL) and the lecture-based teaching model (LBL) on the learning outcomes of acupuncture courses. Methods A randomized controlled study compared PBL and LBL in acupuncture course in China was searched by PubMed, EMBASE, The Cochrane Library, VIP, WanFang and China National Knowledge Infrastruction databases. The searching was ended by March 31, 2020. Two reviewers independently screened the literature, extracted the data, and evaluated the risk of bias of the included studies. Meta-analysis was performed using RevMan 5.3 software according to the statistical heterogeneity among studies. Results A total of 21 studies were included, all were assessed as having a high risk of bias. The meta-analysis showed potential better effect of PBL model on increasing the final test scores (standard mean difference 1.30, 95% confidence interval 1.10-1.49, I2=44%, 15 studies, 921 students) and the students' satisfactory (risk ratio 1.25, 95% confidence interval 1.12-1.40, I2=16%, 6 studies, 328 students). Subgroup meta-analysis also showed the effectiveness of PBL model may be even better for students during clinical practicing and training. Conclusion It suggests that the PBL teaching mode for acupuncture courses is better than LBL mode to enhance students self-learning and practical ability.

Key words: PBL, LBL, acupuncture, teaching, systematic review, meta-analysis

中图分类号: 

  • G642.41