Effects of problem-based learning applied in medical imaging education in China: a Meta-analysis

Abstract

Objective To evaluate the effects of problem-based learning (PBL) teaching model in medical imaging education in China. Methods Such databases as PubMed, Medline, 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 the in-cluded studies, meta-analysis was performed using Rev-Man 5.2 software. Results Fourteen studies were included totally. Studies included 1 233 students, of whom the PBL group had 608 cases, while LBL group had 625 cases. Compared with LBL, PBL was superior in medical imaging theoretical scores [WMD=5.22,95% CI(3.06, 7.37), P=0.000], and the case analysis scores [WMD=6.45, 95% CI(4.77, 8.12), P= 0.000]. PBL was also superior in the autonomous learning ability [RR=1.78, 95%CI(1.47, 2.16), P=0.000], the unity cooperation ability [RR=1.42,95%CI(1.25, 1.61), P=0.000] and analysis ability [RR=1.73,95%CI(1.42, 2.11), P=0.000]. There were significant differences between PBL group and LBL group. Conclusion PBL can improve teaching results in medical imaging education. Key words: Problem-based learning; Medical imaging; Meta-analysis