Objective:To evaluate the effect of new teaching methods used in internal medicine,so as to provide references for promoting teaching reform and improving teaching quality in internal medicine teaching.Methods:The PubMed,Wanfang Da-tabase,China National Knowledge Infrastructure Database and VIP Chinese Journal Database were electronically searched to identi-fy studies on the effectiveness of traditional and new teaching methods in nephrology teaching published until August 31,2022.The quality of included literatures was evaluated comprehensively.Network meta-analysis was performed using Stata 15.0 software after data extraction.Results:A total of 41 literatures of moderate quality with 4229 participants were included.The network meta-anal-ysis indicated that the teaching effects of problem-based learning(MD=0.90,OR=0.23-1.56,P<0.05),case-based learning(MD=2.00,OR=1.21-2.80,P<0.05)or problem-based learning + case-based learning(MD=2.04,OR=1.37-2.71,P<0.05)were better than that of lecture-based learning.Problem-based learning + case-based learning was superior to other teaching methods in improving the scores of theory examination(SUCRA=82.3),case analysis as well as medical record writing(SUCRA= 79.2).Team-Based learning was the best teaching method in improve skill test score(SUCRA=93.1).Sensitivity analysis showed the results were stable.Conclusion:In internal medicine teaching,the new teaching methods can improve the teaching effect from many aspects.Problem-based learning + case-based learning has the best comprehensive performance.Team-Based learning is helpful to the improvement of skill.The choice of the teaching method is better to be effect-oriented.
Medical EducationTeaching MethodInternal MedicineCourseNetwork Meta-analysis
NETL
NSTL
万方数据
