摘要
目的评价我国外科教学中PBL+LBL模式与PBL模式相比的效果。方法收集我国2015年2月6日前所有已发表的在外科教学中用PBL+LBL模式与PBL模式相比较的随机对照研究,并分析两种方法对学生理论成绩、实践成绩、总成绩及学生满意度的差异。结果PBL+LBL组与PBL组相比,学生的理论成绩、总成绩及学生的满意度,P<0.05,差异具有统计学意义,而两组相比学生的实践成绩,P>0.05,差异不具有统计学意义。结论在我国外科教学领域,PBL+LBL教学模式较PBL模式具有一定优势,能够提高学生的理论成绩、总成绩及学生满意度。
Objective To evaluate the effect on comparative of problem based learning combine Lecture based learning and problem based learning in surgical teaching in China. Methods Selected all of enunciable in surgical teaching of control study with problem based learning combine Lecture based learning and Lecture based learning before 6th February＆amp;nbsp;2015 and analyzed difference the score of theory, score of practice, total score and degree of satisfaction. Results Compared with problem based learning combine Lecture based learning and problem based learning the score of theory, total score and degree of satisfaction, P〈0.05, had difference statistically signiifcance, while compared the score of practice in two groups, P〉0.05, had no difference statistically signiifcance. Conclusion Problem based learning combine Lecture based learning has advantage in surgical teaching in China. It could improve the student’s theoretical score, practical score and satisfaction rate.
出处
《中国继续医学教育》
2015年第19期7-10,共4页
China Continuing Medical Education
基金
西安交通大学第二附属医院教改项目(13BY02)
关键词
PBL
LBL
外科
教学
META分析
Problem based learning
Lecture based learning
Surgical
Teaching
Meta-analysis
