A systematic evaluation of teaching effect of PBL+CBL versus LBL in medical students' surgical internships / 中华医学教育探索杂志

ABSTRACT

Objective:To systematically evaluate the teaching effect of problem-based learning (PBL) plus case-based learning (CBL) versus lecture-based learning (LBL) in surgical internships in Chinese medical students.Methods:We searched PubMed, the Cochrane Library, Embase, China National Knowledge Infrastructure, VIP, and WanFang Data for randomized controlled studies evaluating PBL+CBL versus LBL in surgical internships in Chinese medical students. The retrieval time was from database establishment to June 2019. Data analysis was performed using RevMan 5.2 software.Results:Seventeen randomized controlled trials were included, involving a total of 1161 students, including 581 in the PBL+CBL group and 580 in the LBL group. Meta-analysis results showed that the PBL+CBL group had significantly higher scores of theory examination [mean difference ( MD)=6.15, 95%CI=4.14-8.15, P<0.001], skill examination ( MD=7.67, 95%CI=3.66-11.69, P<0.001), and case analysis ( MD=6.06, 95%CI=2.89-9.23, P=0.000 2) compared with the control group. The PBL+CBL group had a significantly higher percentage of satisfaction with the teaching results than the LBL group [odds ratio( OR)=2.98, 95%CI=1.88-4.73, P<0.001]. Conclusion:PBL+CBL is superior to LBL in medical students' surgical internships, which needs verification by more high-quality studies due to limitations in the number and quality of the included studies.