Systematic review and meta-analysis on evaluating the effectiveness of PBL teaching mode for acupuncture courses in medical schools in China*
2020, 39 (4):
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.
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