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Objective:To explore the effect of combined problem-based learning (PBL) and lecture-based learning (LBL) on the teaching of skeletal motor system diseases for eight-year clinical medicine program students.Methods:The clinical eight-year medical students from Batch 2014 and 2015 participating in the teaching of "osteoarthritis" in the course of Skeletal Motor System Diseases in West China Clinical Medical College of Sichuan University were divided into control group (60 students) and experimental group (82 students). The control group was taught by LBL teaching method, while the experimental group was taught by PBL+LBL teaching method. A questionnaire survey was conducted to retrospectively analyze the teaching effects, including learning enthusiasm, knowledge understanding, thinking ability, teamwork ability, practical ability, self-learning ability and teacher-student relationship, as well as the evaluation of teaching satisfaction. The SPSS 22.0 software was used for t test and chi-square test. Results:The survey results showed that students in the experimental group were significantly superior to those in the control group in such aspects as learning enthusiasm (8.00±1.61 vs. 7.28±1.98), knowledge understanding (8.02±1.59 vs. 7.33±1.79), thinking ability (8.34±1.66 vs. 7.42±1.90), teamwork ability (8.32±1.76 vs. 6.60±2.79), practical ability (7.70±1.69 vs. 6.87 ± 2.57), self-learning ability (8.05±1.65 vs. 7.35±2.48) and teacher-student relationship (7.96±1.75 vs. 7.25±2.10), with statistically significant differences ( P<0.05). Meanwhile, the PBL+LBL group was more satisfied with the teaching mode than the LBL group, and the difference was statistically significant ( P<0.05). Conclusion:The application of PBL+LBL teaching method in clinical medicine eight-year program course teaching of "osteoarthritis" in Skeletal Motor System Diseases can effectively improve the learning enthusiasm of students, improve the quality of education, and obtain good teaching effect.
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Background: This complete-enumeration, before-and-after type of study (without controls) was conducted on 61 third-year medical students at Rajiv Gandhi Medical College, Thane, Maharashtra state to study the difference in cognitive domain scores after attending lecture-based learning (by a pre-test) and after attending case-based learning (by a post-test).Methods: After approval from the institutional ethics committee, the purpose of the study was explained to third-year medical students and written informed consent was obtained. After curriculum-based lectures on integrated management of neonatal and childhood Illness, a pre-test was administered wherein each student was asked to fill up case sheets for five case scenarios. The maximum marks obtainable were 10 marks per case (total 50 marks).' Case-based learning was conducted in two sub-groups comprising 31 and 30 randomly assigned students by the same faculty and students in each sub-group were exposed to identical case scenarios. The post-test was conducted using case scenarios and case sheets that were identical to that of the pre-test.Results: The overall mean score increased and the difference between the case-wise pre-test and post-test scores of both female (n=35) and male (n=26) students was highly significant (p <0.00001). However, the gender differences in pre-test score (Z=1.038; p=0.299) and post-test score were not significant (Z=0.114; p=0.909).Conclusions: Using case scenarios augmented the cognitive domain scores of participating students and the gender differences in scores were not statistically significant. The post-test scores showed higher variability. Remedial educational interventions would be required for students who obtained low scores in the post-test.
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Background: Few researches have focused on the effectiveness of problem/case-based learning (PCBL) method in clinical teaching of ophthalmology among undergraduate students and their evaluation feedbacks to this method. Knowledge of current different approaches of teaching clinical ophthalmology might help to achieve better learning effect. So, our aim was to compare problem/case-based learning (PCBL) with lecture-based learning (LBL) in the education of medical students and investigate the student perceptions of teaching ophthalmology by the PCBL approach.Methods: Two classes of fourth-year medical students were divided into two groups by class-based randomly and were taught the ocular trauma course. A total of 76 students studied in lectures and 87 students learned in a problem/case -based learning discussion session. Five questions were designed on ocular trauma in the final examination to evaluate the effectiveness of these two teaching methods. Students with the PCBL perceptions were collected to analyse the effectiveness of the PCBL.Results: Comparing with LBL, a significantly higher overall examination score occurred in the PCBL group. Most students in the PCBL class agreed that PCBL performed better in improving their understanding of the subject materials, promoting learning motivation, and enhancing the communication skill and clinical thinking method.Conclusions: The PCBL is an effective approach to assist students in understanding the clinical diagnosis and treatment of ocular diseases. This teaching method helps students increase the motivation of improving learning and problem-handling skills.
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Objective@#The aim of this study was to evaluate the value for CBL and LBL teaching method in the training of refresher doctors in reproductive medicine.@*Methods@#A questionnaire survey was conducted among 186 refresher doctors who had studied in the reproductive medicine center at Peking University Third Hospital from January 2016 and December 2017 one year after their graduation. We tested 33 refresher doctors in observe group and 33 refresher doctors in the CBL+LBL group who graduated at the same period.@*Results@#Ninety-two refresher doctors responded to the investigation. The questionnaire survey showed that 84.78% of the refresher doctors thought that CBL and LBL teaching method could improve their learning abilities, clinical problem analysis and solving skills, and surgical techniques, which was conducive to promoting their assisted reproductive technology. Besides, 63.04% of refresher doctors believed this method improved their research abilities. In CBL+LBL group, examination scores of theoretical knowledge were significantly higher than the observe group (P<0.05).@*Conclusion@#The combination of CBL and LBL is effective and feasible in the training of refresher doctors in reproductive medicine.
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s] Objective To understand the influence of PDCA cyclecombined with LBL/TBL teaching models on the problem-solving ability and clinical training of pharmacy interns so as to improve the teaching quality of hospital pharmacy practice. Methods A total of 126 hospital pharmacy interns were randomly divided into the control group (63 interns) and the experimental group (63 interns). The control group was taught with LBL/TBL teaching models, while the experimental group was taught with PDCA cycle combined with LBL/TBL teaching models . Questionnaires were used to investigate the problem-solving ability , the teaching effect of clinical training , and the satisfaction in the two groups after the clinical training. Results The scores of positive problem orientation and rational problem solving were higher in the experimental group than in the control group (P<0.05). The scores of negative problem orientation, avoidance style, impulsivity/carelessness style were lower in the experimental group than in the control group(P<0.05). The scores of theoretical knowledge ( 86 . 5 ± 8 . 5 ) and clinical skills ( 87 . 0 ± 7 . 2 ) were higher in the experimental group than in the control group (P<0.05). Besides, the investigation on the satisfaction to clinical training showed that the practical ability, teamwork consciousness and self-learning ability were better in the experimental group than in the control group (P<0.05). The total satisfaction of the experimental group was 92.2％, higher than that of the control group (83.5％) (P<0.05). Conclusion PDCA cycle combined with LBL/TBL teaching models can improve the problem-solving ability and the teaching effect of clinical training in pharmacy interns, which deserves wider application.
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Objective The aim of this study was to evaluate the value for CBL and LBL teaching method in the training of refresher doctors in reproductive medicine.Methods A questionnaire survey was conducted among 186 refresher doctors who had studied in the reproductive medicine center at Peking University Third Hospital from January 2016 and December 2017 one year after their graduation.We tested 33 refresher doctors in observe group and 33 refresher doctors in the CBL+LBL group who graduated at the same period.Results Ninety-two refresher doctors responded to the investigation.The questionnaire survey showed that 84.78％ of the refresher doctors thought that CBL and LBL teaching method could improve their learning abilities,clinical problem analysis and solving skills,and surgical techniques,which was conducive to promoting their assisted reproductive technology.Besides,63.04％ of refresher doctors believed this method improved their research abilities.In CBL+LBL group,examination scores of theoretical knowledge were significantly higher than the observe group (P＜0.05).Conclusion The combination of CBL and LBL is effective and feasible in the training of refresher doctors in reproductive medicine.
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Objective To compare problem-based learning (PBL) versus lecture-based learning (LBL) in the teaching of rehabilitation medicine in China.Methods All Chinese articles on PBL and LBL in teaching of rehabilitation medicine courses indexed in CBMdisc,Wanfang database,CNKI database,and Google academic search published prior to October 2017 were included.The methodological quality of the selected studies was assessed with'Cochrane Quality Evaluation Standard'.Meta analyses were performed using RevMan 5.3.Results After exclusion of non-eligible citations,a total of 18 documents involving 1943 subjects were satisfied the criteria and were included in this review.Meta-analyses revealed that PBL had a significant improvements on theoretical knowledge examination scores (MD=9.26,95％CI=5.24 to 13.29),practical skills examination scores (MD=12.11,95％CI=5.17 to 19.06),performance excellent rate (RR=3.90,95％CI=2.10 to 7.26),and patient satisfaction rate (RR=8.98,95％CI=4.23 to 19.07) (P＜0.05) among students compared with LBL in teaching of rehabilitation.Conclusion In this meta analysis,PBL is superior to LBL and worthy popularizing in teaching of rehabilitation.
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Objective To evaluate the effects of problem-based learning (PBL) teaching mode and lecture-based learning (LBL) teaching mode applied in clinical teaching of dermatology in China.Methods All studies on PBL teaching mode and LBL teaching mode applied in clinical teaching of dermatology in China published from 1990 to 2015 were identified by searching in CNKI,VIP database,Wanfang data and so on.Meta-analysis was performed by RevMan 5.3 software.Results Six random controlled trials on 710 clinical students qualified for the meta-analysis according to our criteria.The students in PBL group got significant higher scores than those of the students in LBL group in theoretical scores [WMD=3.75,95％CI=2.58-4.92,P＜0.05],clinical skills tests [WMD=5.27,95％CI=4.60-5.94,P＜0.05] and total scores [WMD=7.93,95％CI=6.49-9.37,P＜0.05].Conclusion PBL teaching mode is an effective mode on teaching of dermatology in China,particularly for theoretical scores and clinical skills,compared with LBL mode.
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Objective To discuss task-based learning and team-based learning methods and lecture-based learning method in the class of ethnic medicine.Method 50 students in clinic medicine (general practice) of grade 2012 were selected as D-TBL group and 54 students in clinic medicine of grade 2013 were selected as LBL group.Both groups have teaching content,textbook,teachers,class hours in common.Effect of teaching was valued by tests,evaluation in students,questionnaires.SPSS was used to analyze scores of tests.T test was used.Results The correct answer rate?of subject items in D-TBL group was higher than that of LBL group and the difference had statistical significance [(94.56 ± 4.95)％ vs.(29.26 ± 12.15)％,t=36.382,P=0.000).There was no significant difference between the correct answer rate of personal test in D-TBL group and objective item in the LBL group[(75.20 ± 11.82)％ vs.(68.61 ± 14.65)％,t=2.512,P=0.374].There was no statistically significant difference between the correct answer rate of group test in D-TBL group and objective item in the LBL group[(84.25 ± 13.08)％ vs.(68.61 ± 14.65)％,t=5.727,P=0.961].In Score table for members in every division,41(85.42％) students got straight A,7(14.58％) students got B and nobody got C.Feedback questionnaire showed 40(83.33％) students like D-TBL while 26(50.00％) students like LBL.Conclusion Most of students in D-TBL group like D-TBL.D-TBL and LBL cannot take the place of each other.In the future teaching,both methods should be used in different teaching periods according to their merits.
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Objective To explore the teaching effects of Lecture Based Learning (LBL) incorporated with Case Based Learning (CBL) and Problem Based Learning (PBL) methods in the teach-ing of anatomy.Methods 740 students of Grades 2012 and 2013 from clinical medical major were chosen as the subjects,randomly divided into experimental and control groups.LBL was conducted in the control group of 644 students,while LBL+PBL+CBL method was applied in the experimental group of 96 students.After completion of the course,all students were surveyed with the questionnaire and tested with specimen and theoretical examinations.The data was collected and analyzed with SPSS 17.0 and two sample U tests.Results The students' time of learning anatomy in the control group outside classroom teaching was (105 ± 25) minutes per week,while the students' time of learning anatomy in the experimental group was (190 ± 25) minutes per week.The difference was statistically significant (t=31.08,P=0.000).The difference of after-class total learn-ing time was also statistically significant between two groups(t=27.42,P=0.000).Percentages of satisfaction with teaching methods for control group were 87.5％ and 87％,while for the experimental group 98％ and 100％.Kruskal-Wallis test showed there were significant differences in experimental groups of grades 2012(x2=31.19,P=0.000) and 2013 (x2=40.35,P=0.000) compared with control group.Comparison of both groups' results of the examinations was statistically significant concerning multiple choices,essays and case analysis questions (P＜0.05).Conclusion Teaching method of LBL incorporated with PBL and CBL was significantly effective than that of the sole traditional LBL method,which indicated its practice value.
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Background: The undergraduate MBBS training in our country is still in the traditional mode. The main part of the curriculum consists of lecture, tutorial, practical and ward teaching classes with a limited number of problem based session. The objective of the study was undertaken to compare PBL with LBL in terms of students’ knowledge retention in the subject of Pharmacology in undergraduate medical training. Methods: The current survey was planned and executed by the Department of Pharmacology in collaboration with Medical Education Unit, MSDS Medical College, Fatehgarh in the batch currently posted in the Department of Pharmacology for practical classes. Fifty MBBS students posted were enrolled for the study and were divided in 2 groups. One of the topics was presented as LBL for the first group and as PBL for the second group. The other topic was presented as PBL for the first group and as LBL for the second group. Intervention and control groups were taken as those used PBL and LBL respectively. T test was used to compare mean scores obtained by students in the intervention and control groups. Results: Mean scores obtained by students in the intervention group (topics learnt with PBL) were higher (3.80 Vs 2.84) than mean scores obtained by students in the control group (topics learnt with LBL). Mean scores obtained by students in the intervention group were higher (3.72 Vs 2.96) than mean scores obtained by students in the control group. Conclusions: The current study indicates usefulness of Problem-based learning (PBL) over Lecture-based Learning (LBL) in terms of retention of knowledge. However further studies involving more number of students are warranted in order to generate stronger evidence on this tool for improving medical education in our setup.
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Clinical education for undergraduates in China can be divided into three phases:preclinical phase,clinical clerkship phase,clinical practice phase,and each phase has its own features and different teaching tasks.Currently there are four teaching methods mostly applied in clinical education:lecture-based Learning (LBL),team-based learning (TBL),case-based learning (CBL) and problem-based learning (PBL).LBL is a teacher-centered.teaching method,which focuses on making knowledge accurate,systematic and comprehensive;TBL,CBL and PBL are student-centered teaching methods,which can improve students' enthusiasm and subject initiative.Each teaching method has advantages and dis-advantages.According to the different characteristics of three stages of medical education,this paper analyzes the reasonable application of different medical teaching methods in three stages of undergraduate medical education:in preclinical stage,combining LBL with TBL teaching methods;in clinical clerkship phase,combining the teaching methods of LBL,TBL and CBL;in clinical practice stage,combining CBL with PBL teaching methods.
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Objective To investigate the value of the application of evidence-based medicine combining problem-based learning (EBM-PBL) in hematology internal teaching.Methods All the interns (n=112),who studied in hematology department from Mar.2013 to Feb.2014,were divided into two groups by parallel.One group received the traditional classroom oriented learning model (n=57),the other was trained how to obtain the most effective and correct evidence and autonomous learning (EBM-PBL,n=55).After two weeks learning,the different effectiveness was evaluated by comparing the oral and written tests holding instantly and annual final exam.Further,feedbacks were anonymously collected from the teachers and students in EBM-PBL group.Results The test scores of oral and written test in EBM-PBL are both significantly higher than those in control group (P=0.000),especially the oral exam.Compared with the instant test,the scores in later oral (P=0.054) and written (P=0.023) examinations were slightly decreased in EBM-PBL group,while they both dramatically dropped in control group (P=0.000).The performance of eight-and seven-year students was generally better than those of five-year students,however,five-year students seemed to get more benefits from EBM-PBL teaching.Feedbacks showed that most of the teachers and students agreed that they all made progress from the practice of EBM-PBL teaching.Conclusion It showed that EBM-PBL helps to cultivate students' self updating of medical knowledge and clinical skills,which ensuring them to follow the development in major field.Thereby,they could transform into excellent clinicians from the students.In addition,it also promoted the teachers to renew their knowledge system and the ability of teaching.
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Objective This paper was performed to investigate the effectiveness of problem-based learning in naval hygiene teaching. Methods Totally 257 clinical medicine undergraduates and general practice undergraduates from Grade 2010 and 2009, Faculty of Naval Medicine, Second Military Medical University attended naval hygiene teaching. PBL and LBL approaches were applied in PBL group (Grade 2010, n=117) and LBL group (Grade 2009, n=140), respectively. The learning outcomes were evaluated by three tests covering PBL evaluation (or usually performance), theoretical examination and experimental practice . Questionnaire was used to investigate the recognition of PBL teaching method and new evaluation system. Data were analyzed by SPSS 16.0 and t test was used to compare the average scores of theory,α=0.05. Results The results showed that the average theory scores of Grade 2010 (78.51±7.57 and 71.68±5.74) were higher than those of Grade 2009 (65.36±6.41 and 59.97±7.08) (P=0.000, P=0.000). The questionnaire surveys indicated that more than 85% students in PBL group considered the PBL teaching method could enhance professional and comprehensive quali-ties, and that 84%students were satisfied with new evaluation system. Conclusions PBL showed better learning results than traditional methods in naval hygiene teaching and could better promoted students' comprehensive ability.
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Objective To investigate the value of theory-practice integrated in the course of medical imaging diagnosis. Methods The teaching method of bone and joint system was adjusted based on theory-practice integration. 212 students of department of medical imaging were divided into group A (95 students, Grade 2009) and group B (117 students, Grade 2010). The traditional teaching method was adopted in group A, and the theory-practice integrated teaching method was adopted in group B. The teaching effect was evaluated by the exam results(theory and experimentation) and ques-tionnaire. SPSS 13.0 software was used and the measurement date were expressed by x±s. Statistical analysis was performed using t test, with the level of test α=0.05. Results The results of theoretical exam (P=0.024),practical exam (P=0.017) and questionnaire of group B was higher than group A (P=0.00). Conclusions LBL、CBL、TBL integrated teaching method is better than traditional teaching method, especially in improving the students' ability of linking up theory with practice, learning initia-tive, teamwork.
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Objective To explore the effect and experience of problem-based (PBL) teaching in neurosurgical clinical training and improve the quality of the neurosurgical clinical training. Methods 600 clinical medical students of Grade 2011 in their probation in our department of neurosurgery were chosen as the subjects of study and were randomly divided into the experimental (PBL, 15 groups, 20 people/group, over 300 people) and control groups (CBL+ LBL, 15 groups, 20 people/group, over 300 people). In experimental group, PBL which is a problem-based, student-centered and teacher-directed pedagogy was adopted. In control group, CBL (case-based learning) + LBL (lecture-based learning) were adopted. After probation, two groups of students had the unified test and assessed their teaching methods by questionnaire survey and at the same time, the questionnaire survey about PBL' impact on the various aspects was done only to experimental group students. SPSS 15.0 software was used to do statistical analysis and data were processed by description analysis, t test, Mann-Whitney U test and correlation analysis. Results The scores of theoretical knowledge and general ability in PBL group [(40.57 ±3.24), (41.23 ±4.56) individually] were higher than these in control group [(37.21 ±4.05), (36.51±4.11) individually]. The differences demonstrated statistically meanings. Through the surveys, the students in experimental group showed the high satisfaction (97.0%, n=291) in PBL teaching. Most of the students considered that their abilities of team cooperation (96.7%, n=290), and self-directed learning (92.7%, n=278) were improved by PBL teaching. The students in experimental group illustrated their attitudes in satisfaction of teaching; interests of clinical training, participation of teaching and understanding of knowledge were superior to the control group. The differences demonstrated statisti-cally meanings. Conclusion PBL teaching got a good effect in neurosurgical clinical training. This method, which improved students' participation and motivation of study and contributed to the training of medical students' comprehensive abilities, is suitable for modern neurosurgical clinical training.
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Objective To observe the effects of using problem-based learning (PBL) and lecture-based learning (LBL) in clinical teaching in emergency intensive care unit (EICU).Methods Three hundred and twelve 5-year clinical medicine undergraduates from Xinjiang Medical University including 108 students in 2007 class and 204 students in 2008 class were enrolled. The students in each class were randomly divided into two groups, 54 students in each group in 2007 class and 102 students in each group in 2008 class. Randomized controlled trial was conducted; in the first half of a semester, the students in the two groups of each class were taught by PBL method and LBL method respectively. At the middle of the semester, written examination (WES), objective structure clinical examinations (OSCE) and self assessment questionnaire test were carried out to evaluate students' learning effect. In the second half of the semester, the teaching method in the two groups of each class was exchanged, and at the end of the semester, the same examinations were carried out, and the examination and questionnaire scores in the two groups of each class were compared.Results The results of comparisons of the WES and OSCE scores between two modes in each class showed that the scores of WES and OSCE of the PBL mode were obviously higher than those in the LBL mode (the first half of semester in 2007 class: WES: 23.20±3.33 vs. 22.78±4.41, OSCE: 27.60±6.44 vs. 25.45±6.35, in 2008 class: WES: 24.45±2.65 vs. 23.02±3.67, OSCE: 29.53±4.67 vs. 27.57±6.83, in the second half of the semester in 2007 class: WES: 24.60±3.67 vs. 23.46±2.57, OSCE: 28.50±4.78 vs. 28.01±5.78, in 2008 class: WES: 23.54±3.56 vs. 22.56±6.89, OSCE: 28.08±2.15 vs. 27.43±7.23,P < 0.05 orP < 0.01). The score results of self assessment questionnaires of students in two groups of 2007 class and 2008 class showed that the self learning ability, initiative, linking theory with practice, team power and attentiveness were significantly higher in the PBL teaching mode than those in the LBL teaching mode [the first half of the semester in 2007 class: self learning ability (score): 4.20±0.67 vs. 3.32±0.71, the initiative (score): 4.15±0.98 vs. 2.01±0.81, linking theory with practice (score): 4.09±0.65 vs. 3.52±0.89, team power (score): 4.43±0.56 vs. 3.08±0.43, attentiveness (score): 4.25±0.77 vs. 2.98±0.67; the second half of the semester in 2007 class: self learning ability (score): 4.23±0.77 vs. 2.11±0.98, the initiative (score): 4.59±0.85 vs. 3.20±0.73, linking theory with practice (score): 4.23±0.71 vs. 2.88±0.87, team power (score): 4.66±0.63 vs. 2.21±0.64, attentiveness (score): 4.21±0.73 vs. 2.28±0.43; the first half of the semester in 2008 class: self learning ability (score): 7.60±0.64 vs. 5.62±0.41, the initiative (score): 7.23±0.47 vs. 5.07±0.51, linking theory with practice (score): 7.04±0.67 vs. 4.56±0.59, team power (score): 7.33±0.55 vs. 5.06±0.47, attentiveness (score): 6.21±0.87 vs. 4.88±0.37; the second half of the semester in 2008 class: self learning ability (score): 7.03±0.71 vs. 5.11±0.48, the initiative (score): 7.89±0.57 vs. 5.20±0.33, linking theory with practice (score): 7.63±0.25 vs. 4.88±0.57, team power (score): 7.64±0.33 vs. 5.21±0.67, attentiveness (score): 7.01±0.89 vs. 6.01±0.90].Conclusion PBL method of teaching is worthwhile to be explored and spread extensively, especially in medicine, a scientific course involving much attention on practice, it embodies more importance.
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The application status and disadvantages of lecture-based learning ( LBL ) and problem-based learning (PBL) have been compared and discussed, and the imagination of combina-tion of LBL with PBL in the application of biotechnological pharmaceutics teaching proposed. LBL teaching will be mainly applied in the fundamental principles of development and production of biotechnological pharmaceutics, while PBL teaching will be mainly applied in the specific production processes of typical biopharmaceutics. The three key points in the combination teaching process includ-ing the time allocation of LBL and PBL, the design and implementation of PBL cases and the founda-tion of reasonable teaching evaluation system have also been introduced. The combination of LBL with PBL will cultivate students' self-study, comprehensive analysis and teamwork capabilities to satisfy the demands of the development of current market for biopharmaceutical talents.
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Objective This study seeks to use a meta-analytical approach to quantitatively assess the results of applying the problem-based learning(PBL) teaching model and the traditional lecture-based learning(LBL)teaching model to basic medical courses in undergraduate medical edu-cation. Methods The CNKI and VIP databases were electronically searched to retrieve randomised controlled trial studies that examined the use of PBL methods for basic medical courses in under-graduate medical education. In these studies PBL teaching model was used in experiment group and LBL teaching model was used in control group. Pass rate or test scores was used to evaluate the effect of learning. The retrieved documents ranged from the time that each database was first constructed to December 2012. After two researchers performed literature screening independently, data extraction, and quality assessment procedures in strict accordance with the inclusion and exclusion criteria of this study, the Stata 11.0 software package was utilized to conduct the meta-analysis. Results This meta-analysis examined 28 studies that included a total of 3703 subjects. The modified Jadad scores of 20 studies(71.4%) were less than 4, and those of 8 studies(28.6%) were more than or equal to 4. The meta-analysis revealed that compared with the traditional teaching model, the PBL teaching model did not produce improved examination passing rates for a course [relative risk(RR):1.05, 95%confidence interval(CI):(0.99, 1.10), P=0.098] but could improve examination scores for a course [standardized mean difference (SMD): 0.73, 95% CI: (0.51, 0.96), P<0.001]. Conclusion For basic medical courses in undergraduate medical education, compared to LBL teaching, PBL teaching can improve students' test scores but cannot improve students' pass rate. PBL used in basic medical courses has di-versified forms and lacks unified criterion, so there is still a long way to go for the appli-cation of PBL.
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AIM: To investigate the effect of problem - based learning ( PBL) used in the teaching of medical students'evidence-based medicine ( EBM) . METHODS: Five classes ( total 147 students ) were randomly selected as experimental ( PBL ) group, at the same time, another 5 classes ( total 149 students ) were also randomly selected as control group, using traditional teaching method ( lecture-based learning, LBL ) in 2010 grade. The final examination scores of the experimental group were compared with control at the end of term. In addition, all students were interviewed using self -administered questionnaire to obtain their evaluation for PBL practice. SPSS13. 0 software was used for statistical analysis. RESULTS: The homogeneity test in baseline survey showed that the basic characteristics between the two groups of students were no significant differences, and were comparable (P>0. 05). Final exam results showed that in addition to the scores of the EBM basic knowledge indicated no significant difference between two groups of students (P>0. 05), for the 5 steps of EBM procedure, namely, asking questions, finding the best evidence, evaluating the evidence, using and practicing the evidence, re - evaluating the evidence, and the total scores between the two groups, there were significant statistically differences (P0. 05) in aspects of better understanding classroom knowledge, improving language expression ability, and writing skill exercises. And other residual items had a significant difference ( PCONCLUSION: PBL teaching mode can effectively improve teaching effectiveness and the quality of EBM teaching, so the this teaching mode is worth further popularizing.