Systematic Evaluation of PBL Combined with CBL Teaching Method in Standardized Training of Residents
Objective To systematically evaluate the effect of problem-based learning model(PBL)combined with case-based learning model(CBL)in the standardized training of resident physicians in China.Methods The random-ized controlled study or cohort study of PBL combined with CBL teaching compared with lecture-based learning(LBL)teaching alone was searched through CNKI,Wanfang and VIP full-text databases.The subjects of the study were stan-dardized training physicians for resident doctors,and the outcome indexes were theoretical examination scores and to-tal scores of practical operations.After the target literature was obtained,the data were extracted for meta-analysis,and the combined indicators were expressed as standardized mean difference(SMD)and 95%confidence interval(CI).Results Finally,23 literatures were included,with a total of 1 384 trained physicians,including 698 in the observa-tion group and 686 in the control group.The results of meta-analysis showed that compared with LBL teaching method,PBL combined with CBL teaching method could improve the total test scores of trained doctors(SMD=1.79,95%CI:1.45-2.12,P<0.001).Conclusion Based on the existing research data,compared with the traditional LBL teaching mode,PBL combined with CBL teaching can significantly improve the effect of standardized resident train-ing,but in the future,well-designed high-quality randomized controlled studies are still needed to confirm the exist-ing results.
Problem-based learningCase-based learningLecture teachingStandardized training for resident doc-torsMeta-analysisPedagogy
NETL
NSTL
万方数据
