Comparison of problem-based learning and traditional teaching methods in medical psychology education in China: A systematic review and meta-analysis.

Junwei Gao,Jiao Zou,Chunxiang Wang,Xiaotang Fan,Jinghui Zhao,Ling Yang,Lian Wang,Mohammed Saqr

doi:10.1371/journal.pone.0243897

Abstract

BackgroundPBL approach has been widely used in many Chinese universities over the past decade. However, the effects of PBL approach on medical psychology education in China are inconsistent. The purpose of this study was to ascertain whether the PBL approach was superior to the lecture-based teaching method in the context of the medical psychology curriculum in China.MethodsA systematic review and meta-analysis was performed to confirm the effectiveness of PBL in Chinese medical psychology. Corresponding databases were searched for available studies, where data were extracted to calculated Hedges’ g and its 95% confidence interval in total and subgroup analyses. Subgroup analyses were also carried out.ResultsNine studies with 551 cases and 496 controls were identified. The total examination scores of students in the PBL approach group were significantly higher compared with students in the traditional lecture-based teaching group under the random effect model (Hedges’ g = 1.510, 95%CI 0.792–2.227, p<0.001). Subgroup analyses based on major and school system exhibited similar results.ConclusionsOur study supported the notion that the PBL approach may be applicable to Chinese medical psychology education.

Highlights

Problem-based learning (PBL) is an educational approach, originally introduced by Barrows and Tamblyn in the 1960s [1, 2]
The total examination scores of students in the PBL approach group were significantly higher compared with students in the traditional lecture-based teaching group under the random effect model (Hedges’ g = 1.510, 95%CI 0.792–2.227, p
Our study supported the notion that the PBL approach may be applicable to Chinese medical psychology education

Summary

Introduction

Problem-based learning (PBL) is an educational approach, originally introduced by Barrows and Tamblyn in the 1960s [1, 2]. It is characterized by the application of problems for knowledge acquisition and practical skills [3, 4]. The PBL approach aims to promote the integration of learned knowledge, rather than implanting knowledge and skills [7]. This teaching model has been highly praised in medical education courses in the past two decades, and medical psychology has been studied extensively.

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