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| 中文摘要: |
| 【】 目的 评价以问题为基础的学习(problem-based learning,PBL)应用于医学影像学的教学效果。方法 通过计算机检索CNKI、万方、维普数据库等,检索国内关于PBL对比以授课为基础的教学(lecture-based learning,LBL)在医学影像学教学中应用效果的研究。检索时限均为建库至2015年4月。对纳入文献进行质量评价后,使用RevMan5.2软件进行数据分析。结果 最终纳入14篇文献。统计结果显示：与LBL相比,PBL不仅能够提高学生医学影像学理论成绩[WMD=5.22,95%CI(3.06,7.37),P<0.001]、读片成绩[WMD=6.45,95%CI(4.77,8.12),P<0.001],更有助于提高学生自主学习能力[OR=10.16,95%CI(4.78,21.61),P<0.001]、团结协作能力[OR=5.45,95%CI(2.98,9.93),P<0.001]和分析问题能力[OR=5.59,95%CI(3.06,10.22),P<0.001] ,且差异具有统计学意义。结论 医学影像学课程教学中使用PBL可提高教学效果。 |
| 英文摘要: |
| 【】 Objective To systematically review the effects of problem-based learning (PBL)Steaching modelSin medical imaging education in China. Methods Such databases as CNKI , WanFang, VIP Data were electronically searched for literature on PBL versus lecture-based learning (LBL) applied in medical imaging education in China up to April, 2015. According to the strict quality evaluation of included studies, meta-analysis was performed using RevMan5.2 software. Results Fourteen studies were included totally. Compared with LBL, PBL was superior in Medical imaging theoretical scores[WMD=5.22,95%CI(3.06,7.37), P<0.001], case analysis scores[WMD=6.45,95%CI(4.77,8.12),P<0.001]. PBL was also superior in the autonomous learning ability [OR=10.16,95%CI(4.78,21.61),P<0.001], the unity cooperation ability[OR=5.45,95%CI(2.98,9.93), P<0.001] and analyze ability[OR=5.59,95%CI(3.06,10.22),P<0.001]. There have significant differences between PBL group and LBL group. Conclusion PBL can improve teaching results in medical imaging education. |
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