Objective The effectiveness of problem-based learning (PBL) combined with case-based learning (CBL) in infectious disease teaching was evaluated,comparing to traditional lecture based learning (LBL). Methods Randomized controlled studies were systematically searched to explore the effectiveness of PBL+CBL and LBL in infectious disease teaching. Students'theoretical scores,case analysis scores,skill operation scores,and satisfaction with the course were calculated under the 2 teaching modes. RevMan 5.3 software was use for data analysis. Results Twelve randomized controlled trials were included,involving 1467 students. Meta-analysis results showed that the PBL+CBL group had significantly higher scores of theory examination[mean difference (MD)=5.00,95％CI=3.65-6.35,P=0.000],skill examination (MD=3.67,95％CI:2.63-4.72,P=0.000),and case analysis (MD=2.73,95％CI:1.74-3.72,P=0.000) than the LBL group. In addition,students are more satisfied with the PBL+CBL than the LBL[RR=1.28,95％CI:1.21-1.36,P=0.000]. Conclusion PBL+CBL teaching model is more effective than LBL teaching model in infectious disease teaching,and students are more satisfied with the PBL+CBL teaching model.
万方数据