Medical Education Management ›› 2017, Vol. 3 ›› Issue (3): 209-213.doi: 10.3969/j.issn.2096-045X.2017.03.011

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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. 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

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.