Comparative Analysis of the Effectiveness of CBL Teaching and PBL Teaching in Clinical Teaching
Objective To study the application effect of case-based learning(CBL)and problem-based learning(PBL)in clinical teaching.Methods The openly published literature comparing CBL teaching and PBL teaching were searched from the full-text database of China National Knowledge Infrastructure,VIP Chinese Science and Technol-ogy Journal Database,Wanfang Database,and China Biology Medicine Journal Database,and the search period was from the establishment of each database to January 31,2023,for the comparison of CBL teaching and PBL teaching.Relevant information of eligible literature was extracted and Meta-analyzed using Stata 11.0 statistical software.Re-sults A total of 9 literatures were included.There were 346 students in each of the CBL teaching and PBL teaching groups.When comparing the theoretical achievement data of CBL teaching and PBL teaching,the difference was not statistically significant(SMD=1.47,95%CI:-3.80～6.74,Z=0.550,P=0.585).CBL teaching clinical operational skills scores were superior to PBL teaching,and the difference was statistically significant(SMD=4.54,95%CI:0.44～8.65,Z=2.170,P=0.030).CBL teaching comprehensive case study scores were better than PBL teaching,and the difference was statistically significant(SMD=3.73,95%CI:1.80～5.66,Z=3.790,P<0.001).When comparing the satisfaction of CBL teaching and PBL teaching,the difference was not statistically significant(RR=1.093,95%CI:1.00～1.20,Z=1.860,P=0.063).Conclusion CBL teaching is superior to PBL teaching in improving students'clinical operation skills and comprehensive case analysis,and there is no difference between the two teaching methods in terms of theo-retical knowledge acquisition and satisfaction.
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