国内肿瘤学PBL教学效果的Meta分析

摘要

Objective To analyze the effectiveness of problem-based learning (PBL) teaching model in oncology education.Methods We collected 152 articles on the effectiveness of PBL teaching model in oncology teaching in China published from January 2000 to January 2016 on CNKI,WanFang database and PubMed database.Then we evaluated the quality of the included articles and made statistical analysis using Review Manager 5.3 software and Stata12.0.Results Totally 14 articles were included.There were significant differences in total oncology test scores [WMD =4.72,95 ％ CI (4.22,5.22),P ＜0.001],theory test scores [WMD =1.02,95％CI (0.30,1.74),P =0.006],teamwork ability [OR=4.66,95％CI (2.42,8.96),P=0.06],language expression ability [OR=4.70,95％ CI (2.84,7.79),P =0.0002] and interest in learning [OR =11.12,95％ CI (5.12,24.15),P =0.53] between PBL group and lecture-based learning group.It indicates that PBL could help improve students'theory test score and comprehensive ability.Conclusion PBL teaching method can improve the effectiveness of oncology teaching.%目的 分析评价以问题为基础的教学模式(problem-based learning,PBL)在肿瘤学教学中的应用效果.方法通过检索CNKI、万方和PubMed数据库中关于国内PBL教学法在肿瘤学教学中实施效果的文章152篇,文献发表时间为2000年1月-2016年1月.对纳入文献进行质量评价,使用Review Manager 5.3和Stata 12.0进行数据处理分析.结果最终纳入14篇文献.PBL组学生在肿瘤学的总成绩[WMD=4.72,95％ CI(4.22,5.22),P＜0.001]、理论知识成绩[WMD=1.02,95％CI (0.30,1.74),P=0.006]、团队协作能力[OR =4.66,95％CI(2.42,8.96),P=0.06]、语言表达能力[OR =4.70,95％ CI(2.84,7.79),P=0.0002]及学习兴趣[OR=11.12,95％CI(5.12,24.15),P=0.53]这五个方面与以授课为基础的教学模式(lecture-based learning,LBL)组相比差异均具有统计学意义,提示PBL有助于提高学生的理论成绩和综合能力.结论PBL教学法可提高肿瘤学的教学效果.