国内医学影像学PBL教学效果的Meta分析

摘要

Objective To evaluate the effects of problem-based learning (PBL) teaching model in medical imaging education in China. Methods Such databases as PubMed, Medline, CNKI, WanFang, VIP Data were electronically searched for literature on PBL versus lecture-based learning (LBL) applied in medical imaging education in China up to April, 2015. According to the strict quality evaluation of the in-cluded studies, meta-analysis was performed using RevMan 5.2 software. Results Fourteen studies were included totally. Studies included 1 233 students, of whom the PBL group had 608 cases, while LBL group had 625 cases. Compared with LBL, PBL was superior in medical imaging theoretical scores [WMD=5.22, 95%CI(3.06, 7.37), P=0.000], and the case analysis scores [WMD=6.45, 95%CI(4.77, 8.12), P=0.000]. PBL was also superior in the autonomous learning ability [RR=1.78, 95%CI (1.47, 2.16), P=0.000], the unity cooperation ability [RR=1.42,95%CI (1.25, 1.61), P=0.000] and analysis ability [RR=1.73,95%CI (1.42, 2.11), P=0.000]. There were significant differences between PBL group and LBL group. Conclusion PBL can improve teaching results in medical imaging education.%目的：评价以问题为基础的学习（problem-based learning，PBL）应用于医学影像学的教学效果。方法通过计算机检索PubMed、Medline、CNKI、万方、维普数据库等，检索国内关于PBL对比以授课为基础的教学（lecture-based learning，LBL）在医学影像学教学中应用效果的随机对照研究（randomized controlled trials，RCT）。检索时限均为建库至2015年4月。对纳入文献进行质量评价后，使用RevMan 5.2软件进行数据分析。结果最终纳入14篇文献，包含1233例学生，其中PBL组608例， LBL组625例。统计结果显示：与LBL相比，PBL不仅能够提高学生医学影像学理论成绩[WMD＝5.22，95%CI（3.06，7.37），P＝0.000]、读片成绩[WMD＝6.45，95%CI（4.77，8.12），P＝0.000]，更有助于提高学生自主学习能力[RR＝1.78，95%CI （1.47，2.16），P＝0.000]、团结协作能力[RR＝1.42，95%CI （1.25，1.61），P＝0.000]和分析问题能力[RR＝1.73，95%CI（1.42，2.11），P＝0.000]，差异具有统计学意义。结论医学影像学课程中使用PBL可提高教学效果。