PBL教学法与LBL教学法在我国临床肿瘤教学实践中的系统分析

doi:10.3969/j.issn.2096-045X.2017.03.011

医学教育管理 ›› 2017, Vol. 3 ›› Issue (3): 209-213.doi: 10.3969/j.issn.2096-045X.2017.03.011

PBL教学法与LBL教学法在我国临床肿瘤教学实践中的系统分析

苏强¹，张晨光²，侯艳丽³，曹邦伟¹

1. 首都医科大学附属北京友谊医院肿瘤科，北京 100050；2. 首都医科大学基础医学院生物化学与分子生物学系，北京 100069；3. 首都医科大学附属北京友谊医院眼科，北京 100050

收稿日期:2017-03-30 出版日期:2017-06-20
通讯作者: 侯艳丽，曹邦伟
基金资助:
1. 首都医科大学教育教学改革校长基金（2016JYY12）；2. 首都医科大学临床与基础合作课题（15JL33）

Meta-analysis of problem-based learning versus lecture-based learning in clinical practice teaching of oncology in China

Su Qiang¹, Zhang Chenguang², Hou Yanli³, Cao Bangwei¹

1. Department of Oncology, Beijing Friendship Hospital, Capital Medical University, Beijing 100050, China;2. Department of Biochemistry, Basic Medicine College, Capital Medical University, Beijing 100069, China;3. Department of ophthalmology, Beijing Friendship Hospital, Capital Medical University, Beijing 100050, China

Received:2017-03-30 Online:2017-06-20
Contact: Hou Yanli, Cao Bangwei

摘要/Abstract

摘要： 目的本文就以问题为导向的教学法（problem-based learning，PBL）和传统教学法（lecture-basedlearning，LBL）在我国临床肿瘤教学的问卷调查结果做一系统分析。方法检索国内数据库中，公开发表的PBL教学法与LBL 教学法在我国临床肿瘤教学实践中应用的文献，通过文献筛选，提取数据，采用RevMan 5.3 软件对纳入文献进行Meta 分析。结果最终筛选出5 篇文献，PBL 教学法和LBL 教学法在临床能力提高的发生率差异有统计学意义（RR=1.71，95%CI（1.09-2.68），P=0.02）；两组学习兴趣提高率差异有统计学意义（RR=1.40，95%CI（1.24-1.58），P<0.001）。结论在我国临床肿瘤教学中，PBL 教学法优于LBL 教学法，推行此种教学方法，可以收到较好的教学效果。

Abstract: Objective This meta review was conducted to compare problem-based learning (PBL) versus lecture-based learning (LBL) in clinical practice teaching of oncology in China. Methods Domestic scientific databases were searched for relevant documents comparing PBL with LBL. Congruous documents were selected and meta analyses were performed using Review Manager 5.3. Results After exclusion of non-eligible citations, a total of 5 documents were eligible for the meta analysis. The risk ratio (RR) and 95% Confidence interval (95%CI) for clinical ability of students of PBL were 1.71(1.09-2.68), and 1.40 (1.24-1.58) for interests of learning compared with that of LBL in clinical practice teaching of oncology. Conclusion In our meta analysis, problem-based learning was superior to lecture-based learning in Chinese clinical practice teaching of oncology.

苏强，张晨光，侯艳丽，曹邦伟. PBL教学法与LBL教学法在我国临床肿瘤教学实践中的系统分析[J]. 医学教育管理, 2017, 3(3): 209-213.

Su Qiang, Zhang Chenguang, Hou Yanli, Cao Bangwei. Meta-analysis of problem-based learning versus lecture-based learning in clinical practice teaching of oncology in China[J]. Medical Education Management, 2017, 3(3): 209-213.

参考文献

[1] Chen W,Zheng R,Baade PD, et al.Cancer tatistics in China,2015[J].CA Cancer J lin,2016,66(2):115-132.
[2] Rosenstock J,Sparks GM.Training physicians f o r t h e r e a l w o r l d o f m e d i c i n e : dministration-based learning[J].Med Educ, 016,50(12):1189-1191.
[3] 曹邦伟, 赵志海, 王婧, 等. 肿瘤内科临床教学中PBL 教学模式的应用及探讨[J]. 临床和实验医学杂志,2010,(10):794-795.
[4] 庄亮, 黄钦, 邱红, 等.PBL 教学法在肿瘤学临床教学中的应用[J]. 医学与社会,2012,(8):88-89，95.
[5] 苏强, 侯艳丽, 陈英. 以问题为导向的教学法在肿瘤患者深静脉置管并发症的预防处理教学实践中的应用[J]. 华西医学,2015,(7):1348-1350.
[6] 柯晴, 谭晓虹.PBL 教学模式在肿瘤学研究生临床教学中的应用[J]. 中国癌症防治杂志,2016,8(3):194-196.
[7] 安松林, 丁磊, 高宏.PBL 教学模式在肿瘤外科临床教学中的应用[J]. 继续医学教育,2016,30(5):8-9.
[8] Okubo Y,Matsushita S,Takakuwa Y,et al. Longitudinal PBL in Undergraduate Medical E d u c a t i o n D e v e l o p s L i f e l o n g - L e a r n i n g Habits and Clinical Competencies in Social Aspects[J].Tohoku J Exp Med, 2016,238(1):65-74.
[9] M e o S A . E v a l u a t i n g l e a r n i n g a m o n g u n d e r g r a d u a t e m e d i c a l s t u d e n t s i n s c h o o l s w i t h t r a d i t i o n a l a n d p r o b l e m -b a s e d c u r r i c u l a [ J ] . A d v P h y s i o l E d u c ,2013,37(3):249-253.
[10] Khoshnevisasl P,Sadeghzadeh M, Mazloomzadeh S,et al.Comparison of Problem-based Learning With Lecture-based Learning[J].Iran Red Crescent Med J, 2014,16(5):e5186
[11] Rimal J,Paudel BH,Shrestha A. Introduction of problem-based learning in undergraduate dentistry program in Nepal[J]. Int J Appl Basic Med Res,2015,5(Suppl 1):S45-49.
[12] 王星月, 李兰, 李双庆, 等. 以“胜任力为导向、学员为中心”构建全科医学临床师资培训新模式[J]. 医学教育管理,2015,(2):118-122.

PBL教学法与LBL教学法在我国临床肿瘤教学实践中的系统分析

Meta-analysis of problem-based learning versus lecture-based learning in clinical practice teaching of oncology in China

可视化

摘要/Abstract

引用本文

使用本文

参考文献

相关文章 0

编辑推荐

Metrics

本文评价