Objective To systematically review the teaching effects of problem-based learning (PBL) combined with lecture-based learning (LBL) versus lecture-based learning (LBL) teaching models on students in surgical clinical education in China. Methods Such databases as The Cochrane Library, PubMed, CNKI, WanFang Data and VIP were electronically searched for randomized controlled trials (RCTs) on PBL+LBL versus LBL applied in surgery education in China from inception to February 2017. Two reviewers independently screened literature, extracted data and assessed the risk of bias of included studies. Then, meta-analysis was performed using RevMan 5.2 software. Results Fourteen RCTs including 1 386 students were included. The results of meta-analysis showed, compared with LBL, PBL+LBL were superior in basic knowledge of surgery (MD=3.33, 95%CI 2.07 to 4.60, P<0.000 01), case analysis (MD=5.90, 95%CI 2.61 to 9.19,P=0.000 4), clinical skills (MD=3.38, 95%CI 0.57 to 6.19, P=0.02), comprehensive performance (MD=7.15, 95%CI 3.87 to 10.43, P<0.000 1) and teaching satisfaction (OR=3.05, 95%CI 1.90 to 4.9,P<0.000 01) with significant difference. There was no differences in inquiry/physical examination/medical record between the two groups (MD=0.82, 95%CI 0 to 1.64,P=0.05). Conclusions PBL+LBL teaching method is superior to LBL in surgical clinical education in China. Large-scale and high quality randomized controlled trials are needed to confirm the above conclusions.
To cultivated competent clinicians with the potential to be future pillars and leaders is the educational objective of an 8-year medical program at the West China School of Medicine, Sichuan University. Problem-based learning (PBL) is more effective than traditional, passive, didactic teaching in training of communication skills, information management and critical thinking and research. These are included in the Global Minimum Essential Requirements in Medical Education (GMER). We introduce our practice of PBL as a separate course for the 8-year medical program, including its design, preparation, implementation and evaluation. We discuss why it is designed as a separate course and implemented in multiple semesters with fewer cases in each semester. The move from giving a fish to people to teaching people how to fish, and from teacher-centered to student-centered teaching is a radical transformation of educational concepts and the traditional teaching-and-learning model. Such a change cannot happen in a single step and we hope that this model PBL course, focusing on training in methods and skills, will facilitate the concept transformation and the involvement of all our teachers and students. This should help our teaching to evolve continuously, develop a system for evaluating PBL and lead to the gradual incorporation of PBL into our discipline-based courses or organ system-based courses.
Objective To explore the teaching effects of problem-based learning (PBL) in diagnostic practice teaching. Methods A total of 32 students enrolled into PBL group adopted the PBL teaching method based on certain cases in some sections while the other 210 students into the control group adopted the traditional teaching method. Their scores in the theory, the practice skill examination and the evaluation of the analytical ability of the medical records were compared. A questionnaire survey was measured in PBL group after class. Results There was no significant difference in scores of theory and practice skill examination in the two groups. The questionnaire survey revealed that the PBL method could improve the learning interest, independent study, b communication, analytical skills, and team spirit. However, there were defects in systematization of imparting knowledge. Conclusion The PBL method has an obvious advantage in diagnostic practice teaching.
Objective To explore the effects of lecture-based learning (LBL), problem-based learning (PBL) or combination of both on the cardiovascular system anatomy teaching. Methods Nine classes majoring in clinical medicine of Grade 2009 were randomly divided into the LBL class, the PBL class and the PBL combined with LBL class. The examination scores and questionnaire were used to evaluate the teaching effect. Results The students of LBL class did well in the objective questions test, but badly in case analysis. On the contrary, the students of PBL class did well in case analysis, but were weak in objective questions test. However, the students of PBL combined with LBL class could get good grades in both of them. Questionnaire showed that the PBL teaching method, PBL and LBL combined method could improve their communicative ability, learning motivation, comprehensive analysis ability, language skills and so on. Conclusion Combination of PBL and LBL not only enhances students’ memories about the anatomic knowledge, but also helps students practice efficiently what they learned to analyze clinical cases. Furthermore, the method of PBL combined with LBL improves, to a certain extent, students’ comprehensive quality.
Objective To systematically review the effects of problem-based learning (PBL) versus lecture-based learning (LBL) teaching models on students in surgery education in China. Methods Such databases as CNKI, WanFang Data and PubMed were electronically searched for literature on PBL versus LBL applied in surgery education in China up to June 30th, 2013. According to the inclusion and exclusion criteria, we screened literature, extracted data, and assessed the methodological quality of included studies. Then meta-analysis was performed using RevMan 5.2 software. Results Sixteen studies were included totally, all of which were low in quality. Compared with LBL, PBL was superior in surgery comprehensive scores (WMD=4.98, 95%CI 3.88 to 6.09, Plt;0.000 01), fundamental theoretical knowledge (WMD=3.09, 95%CI 0.81 to 5.38, P=0.008), clinical manipulation skills (WMD=4.70, 95%CI 2.69 to 6.71, Plt;0.000 01), and practical ability (WMD=2.13, 95%CI 1.11 to 3.15, Plt;0.000 1) with significant differences. Conclusion PBL teaching method is superior to LBL in surgery education.
Objective To investigate the effect of problem-based learning (PBL) used in the course of evidencebasedmedicine.Methods Totally eight classes were randomly assigned to the lecture based learning (LBL) group(n=4) and PBL group (n=4). The examination scores, questionnaire, and seminars were used to evaluate the teaching effectiveness. SPSS 11.5 software was used for statistical analysis. Results More than 50% of students in each group believed that the teaching method of PBL could activate learning enthusiasm and interest, improve problem analysis and independent study abilities. There were significant differences between the two groups in terms of comprehensive analysis, learning efficiency, digesting the contents of study and strengthening the teacher-student communication, and whether or not to perform PBL teaching. Apart from single choice questions, other types of examination questions and total scores have significant differences. Conclusions The PBL teaching model can effectively train undergraduateclinical thinking, cultivate the abilities of deconstructing problem, comprehensive analysis, literature retrieval, language expression, exploration innovation; and overall improve the teaching quality of evidence based medicine.
Objective To study the effect of PBL teaching method which was applied in the clinical practice of diabetes nursing, and to analyze its advantages and shortages. Methods Seventy-seven undergraduates in major of nursing were randomly grouped into two: one as an experimental group was taught with PBL teaching method, while the other as a control group was taught with traditional teaching method. The questionnaire and final examination were adopted to analyze the teaching effect. Results The effect of PBL teaching method was better in the experimental group for stimulating learning motivation, helping students to closely combine the theory and practice, and promoting communication ability. However, there was no statistical difference in final examination between the two groups (Pgt;0.05). Conclusion PBL teaching method is much better than traditional teaching method in clinical nursing practice of internal medicine, for it can guide students to get the approaches for solving problems and cultivate their integrated diathesis and other abilities.
Objective To assess the effect of problem-based learning (PBL) to improve clinical practice skills for clinical students after graduation. Methods Computer retrieval was conducted to search for controlled studies comparing PBL with non-PBL. The quality of the included studies was critically evaluated and data were analyzed. Results A total of 16 articles were included. The results showed that in integrated capabilities, PBL teaching was superior to traditional teaching methods. Whether in self-evaluation or objective evaluation, in terms of legal and ethical aspects of health care, research and presentation skills and ability to solve problem, PBL teaching was superior to non-PBL-learning methods. But in other aspects, it was yet controversial whether PBL-learning was better than non-PBL-learning. Conclusion Problem-based learning could improve clinical practice skills for clinical students after graduation. However, most trials included are of low quality, so large-scale randomized controlled trials of higher quality are needed to confirm this.
ObjectiveTo evaluate the teaching effect of Patient based Problem-Based Learning (PPBL) vs. conventional bedside teaching (CBT) instudents of eight years medical program. MethodSix students of Eight years medical program in two grades from volunteer registration were randomized into PPBL group and the other students were recruited into CBT group. After one year study, the test score in module TBL test, written test in final exam and mutual score were evaluated to compare the teaching effect of two groups. ResultsThe baseline of the two groups were matched when comparing their grades in Diagnoses Course. After trainee period, there were no significant differences between two groups of the test score in module TBL test, written test in final exam and mutual score. ConclusionThe PPBL mode is not inferior to conventional bedside teaching. Furthermore, with advantage in developing the competency of communication, cooperation and manage the information, PPBL has its special value and should be popularized.