Lecture-based Learning Teaching Research Articles

The effectiveness of problem-based learning compared with lecture-based learning in surgical education: a systematic review and meta-analysis

BackgroundThis meta-analysis was conducted to systematically evaluate the impact of problem-based learning (PBL) and lecture-based learning (LBL) teaching models on students’ learning in surgical education.MethodsWe systematically searched the publications related to the application of PBL and LBL in surgical courses in PubMed, Embase, Web of Science and Cochrane Library databases, the last retrieval time is September 20, 2022. After screening the literature according to the inclusion and exclusion criteria, extracting data and evaluating the methodological treatment of the included studies, Stata 17.0 software was used to perform meta-analysis.ResultsNine studies were included totally. The results showed that compared with LBL, PBL was superior in clinical competence (SMD = 0.81, 95% CI: 0.12 ~ 1.49, P = 0.020) and student satisfaction (SMD = 2.13, 95% CI: 1.11 ~ 3.15, P < 0.0001) with significant differences. But the comprehensive scores (SMD = 0.26, 95% CI: -0.37 ~ 0.89, P = 0.421) and theoretical knowledge (SMD=−0.19, 95% CI: −0.71 ~ 0.33, P = 0.482) to PBL and LBL had no significant difference.ConclusionThis study showed that the PBL teaching model is more effective than the LBL teaching model in surgical education on the aspects of enhancing clinical competence and student satisfaction. However, further well-designed studies are needed to confirm our findings.

Simulation-Based Learning Combined with Case and Problem-Based Learning in the Clinical Education of Joint Surgery

Traditional education of clinical training mainly relies on a single mode of lecture-based learning (LBL), in which the teacher lectures and the students listen, and the teaching effect is often unsatisfactory. This study aims to explore the effect of simulation-based learning (SBL) combined with case and problem-based learning (CPBL) teaching mode in the clinical education of joint surgery. Through objective evaluation of joint surgery students' theoretical knowledge and clinical skills, and subjective evaluation of teaching quality by anonymous questionnaire, the teaching effects of LBL teaching mode, CPBL teaching mode and SBL combined with CPBL teaching mode in clinical teaching of joint surgery were compared. Sixty students who participated in the standardized training of residents in the Center for Joint Surgery, Southwest Hospital, Army University, China from March 2020 to September 2021 were selected and randomly divided into groups A, B, and C, with 20 students in each group. Group A adopted traditional LBL mode, group B adopted CPBL mode, and group C adopted SBL combined with CPBL mode. The scores of theoretical knowledge, clinical skills and total score of group C were (86.40 ± 9.76), (92.15 ± 4.49), (88.70 ± 5.75) points respectively, which were significantly higher than (78.80 ± 10.50), (86.60 ± 8.79), (81.92 ± 6.97) points in group B, and (80.50 ± 6.64), (85.35 ± 7.99), (82.44 ± 5.97) points in group A, the difference was statistically significant (p < 0.05). The scores of 5 self-evaluation items, i.e., learning interest, self-learning ability, problem-solving ability, clinical skills and comprehensive competency were (18.90 ± 1.22), (18.85 ± 1.01), (18.75 ± 1.13), (18.90 ± 1.22), (18.50 ± 1.02), (18.80 ± 0.81) points in group C, which were higher than (15.90 ± 1.41), (14.30 ± 2.47), (13.95 ± 2.01), (14.50 ± 1.63), (14.70 ± 1.38) points in group B, and (11.65 ± 2.90), (10.05 ± 1.69), (9.75 ± 1.67), (14.35 ± 1.90), (12.75 ± 2.12) points in group A, the difference was statistically significant (p <0.05). The satisfaction of students in group C (95.00%) was significantly better than that in group B (80.00%) and group A (65.00%), and the difference was statistically significant (p < 0.05). SBL combined with CPBL teaching mode can effectively improve the theoretical knowledge and clinical skills of the students, which could improve self-assessment and teaching satisfaction rate, and is worthy of application and promotion in the clinical teaching of joint surgery.

Online flipped classroom with team-based learning promoted learning activity in a clinical laboratory immunology class: response to the COVID-19 pandemic

BackgroundGiven the rapid development of clinical immunology technologies, students majoring in laboratory medicine should master the technological principles and application of clinical laboratory immunology. However, many are required to take online courses due to COVID-19 restrictions, which highlights the need to revisit teaching strategies. Recently, various medical education courses (such as Biochemistry, Physiology, etc.) have implemented the flipped classroom (FC) and team-based learning (TBL) methods, resulting in more positive teaching evaluations. To promote the students' mastery of the difficult knowledge effectively during the online teaching work, we evaluated the performance of online FC-TBL in a clinical laboratory immunology course.Methods Sixty-two third-year students from two classes majoring in Laboratory Medicine were recruited and divided into two groups, including one group with traditional lecture-based learning teaching strategy (LBL group) and the other group with LBL or online FC combined with TBL teaching strategy (FC-TBL group). We selected three chapters to conduct FC-TBL teaching in class. All participants took in-class quizzes and final examinations that targeted the same knowledge points. Finally, all participants completed anonymous questionnaires asking for their perceptions of the respective teaching models. In addition, we conducted a survey of teaching suggestions by a FC-TBL class of students majoring in Laboratory Medicine.ResultsThe FC-TBL group (vs LBL group) had significantly higher scores on the in-class quizzes and final examinations, and also reported high satisfaction with the FC-TBL model. These findings indicate that FC-TBL is suitable for clinical laboratory immunology, as the participants quickly gained essential knowledge. Specifically, FC-TBL helped to “increase learning motivation,” “promote self-directed learning skills,” “extend more related knowledge,” “enhance problem-solving abilities,” “enhance clinical reasoning abilities,” and “enhance communication skills.” For participants’ suggestions, 48.38% (15/31) students held positive attitude to FC-TBL teaching strategy compared to 25.81% (8/31) students who considered FC-TBL teaching strategy still needs continuous improvement, and 25.81% (8/31) students reported that they believed FC-TBL teaching strategy was perfect and no further suggestions.ConclusionsOnline FC-TBL effectively enhanced learning activity among students of a clinical laboratory immunology course. This is particularly useful in the COVID-19 context.

Application of symptom-based mind mapping combined with PBL teaching method in emergency trauma standardized resident training in MDT model.

Explore the feasibility and effectiveness of accepting mind mapping combined with problem-based learning (PBL) teaching method in the standardized training of emergency surgery residents in the multi-disciplinary team (MDT) model of emergency trauma. Eighty-nine doctors under training who rotated in the Department of Emergency Surgery of the First Affiliated Hospital of Anhui Medical University from January 2021 to January 2022 were selected as the study subjects, and randomly divided into a group receiving mind mapping combined with PBL teaching and a group receiving traditional lecture-based learning teaching. Mini-clinical evaluation exercise (Mini-CEX), direct observation of procedural skills (DOPS), teaching adherence, and satisfaction assessments were completed at the time of discharge from the department. There were no significant differences between the observation and control group trainees in terms of gender, age, education, and entry grades. Both groups of doctors were better able to participate in their respective teaching modes and made significant progress. The participants in the observation group had significantly higher Mini-CEX, DOPS, and teaching satisfaction scores than the control group (P < .05). Under the MDT model of emergency trauma, the combination of mind mapping and PBL teaching can improve the comprehensive clinical ability of the trainees more than participating in the traditional lecture-based learning teaching, which is worth promoting and implementing in the clinical standardized training.

Effectiveness of case-based learning in Chinese dental education: a systematic review and meta-analysis

ObjectiveThe application of case-based learning (CBL) pedagogy has been emerging as an improved and more practical learning method across the Chinese dental education system. This article provides a critical overview...

Classroom Resource Optimization of the English Four-Step Model Based on Deep Learning

The existing LBL (lecture-based learning) and CBL (case-based learning) teaching modes of English majors in colleges and universities do not contribute to cultivating students’ inquisitive thinking and independent learning ability, whereas the problem-centered PBL (problem-based learning) teaching mode can precisely make up for these shortcomings. This study firstly constructed a PBL “four-step” teaching mode and then realized the innovative application of PBL teaching model in the teaching of English majors in new universities. Then, we designed a method of English classroom resource optimization based on IMOCS-BP neural network, and then, the classroom resource optimization reconstructs the teaching process with unique connotation essence. The experiments show that the BL “four-step” teaching model is designed to achieve the four key elements of “flexible English learning environment, transformed learning the culture, customized content and professional educators”; the designed neural network has optimized the English classroom resources.

Flipped classroom improves nursing students' theoretical learning in China: A meta-analysis.

ObjectiveAt present, current didactic teaching delivery method help nursing students apply theory to clinical situations in an inefficient way. The flipped classroom (FC), a novel teaching mode emphasizing self-study and critical thinking, has generated interest in nursing education in China. However, there are a gap in the literature and no consistent outcomes of current studies which compared FC and lecture-based learning (LBL), and no systematic review has comprehensively compared theoretical scores as an affected outcome in FC versus LBL modes.MethodsIn this review, we analyze flipped-learning nursing students’ scores, and aim to assess the efficacy and provide a deeper understanding of the FC in nursing education. Following the inclusion criteria, articles were obtained by searching PubMed, Embase and Chinese data, including the China National Knowledge Infrastructure, Wanfang Data, and VIP database until 3 January 2020. Data were extracted from eligible articles and quality was assessed. A meta-analysis was then performed using a random effects model with a standardized mean value (SMD) and a 95% confidence interval (CI).32 studies were included after reviewing 2,439 citations. All studies were randomized controlled trials (RCTs). The FC theoretical knowledge scores in FC were significantly positively affected compared to those of the traditional classroom (SMD = 1.33, 95% CI: 1.02–1.64; P < 0.001). In addition, 23 studies reported skill scores, indicating significant difference between the FC mode and LBL mode (SMD = 1.58, 95%CI: 1.23–1.93; P < 0.001).ConclusionsThe results of this meta-analysis suggest that compared to the LBL teaching method, the FC mode dose significantly improve Chinese nursing students’ theoretical scores. However, the problems of heterogeneity and publication bias in this study need to be remedied high-quality future studies.

Exploration of Dermato-venereology Teaching Combining the Problem-oriented Teaching Method with Computer Technology

The problem-oriented teaching approach (PTM) is a teaching approach that focuses on problem-oriented study and teaching through identification and solving of problems. Since the 1990s with teh development of computer, some medical schools and colleges in China and Southeast Asia have started to apply the problem-based teaching approach and computer technology gradually. Currently, it is still in the initial and exploratory stage in China, and the lecture-based learning (LBL) plays a leading role in medical teaching. PTM is distinctly different from the traditional LBL teaching model where the teachers give lectures and the students are spoon-fed in classes. It has broken through the traditional teaching confinement based on explanations by teachers, and students can take the initiative to analyze and solve problems pertinently in teaching.

Practice and exploration of lecture-based learning combined with problem-based learning in pathophysiology teaching

Objective To explore the application of lecture-based learning (LBL) combined with problem-based learning (PBL) in the teaching of pathophysiology case analysis. Methods The subjects were 62 preventive medicine majors of Grade 2015 and 68 stomatology majors of Grade 2015, and the course content was case analysis. PBL teaching was implemented in the preventive medicine major group and LBL+PBL teaching was implemented in the stomatology major group. Both groups received 6 class hours, among which the LBL+PBL teaching hours were allocated 2 class hours for LBL and 4 class hours for PBL. In addition, the questionnaire was used to evaluate the teaching effects between the two groups, and the descriptive analysis was used to evaluate relevant data lines. Results Eleven students (17.742%) from the preventive medicine major group chose PBL teaching, while 38 students (92.647%) in the stomatology major group held a very positive attitude towards LBL+PBL teaching. It can be seen that the recognition degree of LBL+PBL teaching in the stomatology major group was higher than that of PBL teaching in the preventive medicine major group. Conclusion Since students have received LBL teaching mode for a long time, it is difficult to accept and adapt to PBL teaching in terms of thinking and teamwork. Therefore, in the course of pathophysiology case analysis, LBL+PBL teaching shows a good effect, which is worthy of further exploration. Key words: Pathophysiology; Problem-based learning; Lecture-based learning

Application of PBL Teaching Mode Combined with Traditional LBL Teaching Mode in Oral Anatomy and Physiology

Oral anatomy and physiology is the main course in the basic learning stage of stomatology which not only provides a solid theoretical knowledge for clinical subjects but also a basis subject for students to learn the following courses. Improving the quality of oral anatomy and physiology will have a profound impact on the students who major in stomatology. In the teaching practice, we try to combine the modern PBL (Problem-based learning) teaching method with the traditional LBL (Lecture-based learning) teaching method to improve the initiative and enthusiasm of students to study this course, thereby improving the teaching effectiveness of the Oral anatomy and physiology and lays the foundation for the study of other medical courses.

The effectiveness of problem-based learning in pediatric medical education in China: A meta-analysis of randomized controlled trials.

Background:The aim of this meta-analysis is to assess the effectiveness of problem-based learning (PBL) in pediatric medical education in China.Methods:We searched Chinese electronic databases, including the China National Knowledge Infrastructure, WanFang Data, the China Science Periodical Database, and the Chinese BioMedical Literature Database. We also searched English electronic databases, including PubMed, Embase, and the Cochrane Central Register of Controlled Trials. We searched for published studies that compared the effects of PBL and traditional lecture-based learning (LBL) on students’ theoretical knowledge, skill, and case analysis scores during pediatric medical education in China. All randomized controlled trials (RCTs) were included.Results:A total of 12 RCTs were included, with a total sample size of 1003 medical students. The PBL teaching model significantly increased theoretical knowledge scores (95% confidence interval [CI], 0.79–1.52; P < .00001), skill scores (95% CI, 0.87–2.25; P < .00001), and case analysis scores (P < .00001, I2 = 88%) compared with those using the LBL teaching model alone.Conclusion:The current meta-analysis shows that PBL in pediatric medical education in China appears to be more effective than the traditional teaching method in improving theoretical knowledge, skill, and case analysis scores. However, a more controlled design of RCT is needed to confirm the above conclusions in future work.

Combined administration of problem- and lecture-based learning teaching models in medical education in China: A meta-analysis of randomized controlled trials.

Introduction:The aim of this meta-analysis is to assess the effectiveness of the combined administration of problem-based learning (PBL) and lecture-based learning (LBL) teaching models in Chinese medical education.Materials and methods:We searched the following Chinese electronic databases: China National Knowledge Infrastructure, WanFang Data, China Science Periodical Database, and the Chinese BioMedical Literature Database. We also searched the following English electronic databases: PubMed, Embase, Cochrane Central Register of Controlled Trials, and Google Search Engine. We searched for published studies involving the combined administration of PBL+LBL teaching models in Chinese medical education. All randomized controlled trials were included. The focus of the meta-analysis was on the outcomes of knowledge scores, skill scores, medical writing scores, comprehensive ability scores and teaching satisfaction. A subgroup analysis was also performed.Results:A total of 23 RCTs were included, with a total sample size of 2589 medical students. The PBL+LBL teaching model significantly increased knowledge scores (95% CI, 2.85–5.78; P < .00001), skill scores (95% CI, 0.51–3.71; P = .01), medical writing scores (95% CI, 1.04–4.04; P = .0009), comprehensive ability scores (95% CI, 2.04–8.71; P = .002) and teaching satisfaction (RR, 1.32; 95% CI, 1.10–1.59; P = .003) compared with the LBL teaching model alone. Additionally, a subgroup analysis showed significant differences in the effect of PBL+LBL on knowledge scores, medical writing scores, and comprehensive ability scores when comparing practical and theoretical courses. Another subgroup analysis that looked at the level of training showed that the PBL+LBL teaching model also significantly improved the knowledge scores of Freshman, Sophomore, Junior, Senior and Masters students.Discussion and Conclusions:Based on the current evidence, this meta-analysis showed that the PBL+LBL teaching model is an effective way to increase knowledge scores, skill scores, medical writing scores, and comprehensive ability scores and to improve teaching satisfaction.

Using integrated problem- and lecture-based learning teaching modes for imaging diagnosis education

BackgroundThere are two parts included in traditional imaging diagnosis teaching: theoretical lessons and experimental lessons. Most of the time, the experimental lesson is a review of the theoretical lesson. The teacher is the centre of the course and students are passive learners. Thus, in this study we included the patient problem of the imaging centre in our imaging diagnosis education. The traditional theoretical lessen was used to discuss prior knowledge, the discussion and analysis of patient problems was arranged under class, and the experimental lesson was used to synthesize and test the newly acquired information. The aim of this study is to determine whether or not integration of problem- and lecture-based learning teaching modes in imaging diagnosis education was associated with a good teaching effect. Forty-six of sixty students (76.7%) like integrated problem- and lecture-based learning teaching mode and 53 of 60 students (88.3%) think that integrated problem- and lecture-based learning teaching mode can make their ability of self-study be improved.MethodsSixty students participated in a prospective study with a two-phase cross-over design. All of the students were divided into 2 groups of 30 each. In the first term, the first group participated in an integration of the problem- and lecture-based learning teaching mode, whereas students in the second group underwent the lecture-based learning teaching mode alone. During the second term, the teaching modes were exchanged between the two groups. A close-exam and survey were used to evaluate the teaching effect, and the data were analysed means of analysis of variance with a two-phase cross-over design and a χ2 test with a 2-tailed α of 0.05.ResultsThere was a statistically significant difference in the test scores between the integration of the problem- and lecture-based learning teaching mode and the lecture-based learning teaching mode alone (P < 0.05). The integration of problem- and lecture-based learning teaching mode was well-appraised.ConclusionIntegration of the problem- and lecture-based learning teaching modes in teaching imaging diagnosis education resulted in a good teaching effect.

Application of case-based multidisciplinary team teaching mode in clinical practice teaching of gynecology

Objective To explore the feasibility and evaluate the teaching effect of case-based multidisciplinary team teaching mode in clinical practice teaching of gynecology. Method According to different grade, 120 students were divided into experimental group and control group (60 students per group). The teaching content contained three malignant tumor cases, which were cervical cancer, endometrial cancer and ovarian cancer. The course needed 12 periods totally. The experimental group received multidisci-plinary team (MDT) teaching mode, and the control group received traditional lecture-based learning teaching mode (LBL). Teaching effect evaluation and test scores would be analyzed at the end of teaching. SPSS19.0 was used for t test and chi-square test. Results Our results showed that the theory test scores, practical skills test scores, the paperwork scores and the total scores of the students in MDT group were significantly higher than those in the traditional group (P<0.05). At the same time, the students' self-evaluation scores in the ability of information retrieval, acquisition, understanding, comprehensive and the ability of self-learning, learning interest, enthusiasm and teamwork were significantly higher than the traditional group (P<0.05). Conclusion MDT teaching mode is feasible, which can improve teaching effect and students' quality, and is worthy of advocating and popularization. Key words: Gynecology; Multidisciplinary team; Case-based learning; Clinical internship teaching

The application research of PBL teaching method in "Chinese internal medicine" teaching

Objective This paper explores the application effects of the teaching mode of Problem-based Learning (PBL) in Chinese internal medicine teaching. Methods 73 students from the major of traditional Chinese medicine from the First Clinical Medical College of Shandong University of Traditional Chinese Medicine are divided into observation group (36) and control group (37) with the random number table. Two different teaching methods, i.e., PBL and LBL (Lecture Based Learning), are employed to carry out prospective and randomized controlled study at parallel level, and then questionnaire are used to evaluate the teaching effects. Results The average scores of the observation group are high than those of the controlled group in the following aspects: the active classroom atmosphere (3.5 ± 0.6 vs. 3.2 ± 0.6, t=2.275), improving classroom attention (3.6 ± 0.6 vs. 3.2 ± 0.7, t=2.778), benefiting to the grasping of knowledge (3.5 ± 0.6 vs. 3.0 ± 0.6, t=2.818), improving the self-taught ability (3.6 ± 0.6 vs. 3.0 ± 1.1, t=2.935), improving the ability of analyzing problems (3.7 ± 0.5 vs. 3.1 ± 1.0, t=3.072), improving TCM thinking ability (3.5 ± 0.6 vs. 3.1 ± 0.9, t=2.431), enhancing the cooperative ability (3.6 ± 0.6 vs. 3.0 ± 1.0, t=3.049), improving the communication ability (3.7 ± 0.5 vs. 3.0 ± 1.0, t=3.864) and improving the innovation consciousness (3.2 ± 0.7 vs. 2.7 ± 0.9, t=2.423) (P<0.05 or P<0.01). The score of the comprehensive evaluation of the questionnaire in the observation group are higher than that in the controlled group (P<0.01). Conclusions PBL teaching method has remarkable advantages over LBL teaching method in training the knowledge, ability and quality of students, as well as the overall teaching effect. Key words: Teaching methods(TCMP); Internal medicine(TCM); Application research

Application of team-based learning and lecture-based learning combined with PDCA circle teaching in clinical teaching of neurology

Objective To explore the teaching feasibility and practicability on team-based learning (TBL) and lecture-based learning (LBL) combined with PDCA circle teaching in clinical teaching of neurology, and evaluate its teaching effect. Method 100 cases clinical medical professional training students were chosen, divided into experiment group and control group, with 50 cases in each group. Control group used TBL and LBL teaching while experiment group used combined with PDCA circle teaching on the basis of control group. After the teaching, the teaching effects difference between two groups was evaluated and compared. Result The theoretical examination scores in experiment group (85.95±7.63) was higher than that in control group (77.31±5.38), and the difference was statistically significant (t=2.126, P=0.034). The practical operation scores in experiment group (82.37±5.15) was higher than that in control group (76.62±4.35), and the difference was statistically significant (t=2.173, P=0.029). In anonymous satisfaction survey, the average coutent degree with teaching in experiment group is higher than control (92% vs. 82%). Conclusion TBL and LBL combined with PDCA circle teaching improves the students' basic theory, practical operation and doctor-patient communication ability, whose satisfaction has also significantly increased, which is worth popularizing in the clinical practice teaching of neurology. Key words: Team-based learning; PDCA circle; Clinical teaching

PBL Pedagogy in the Chinese Clinical Training: A Meta-analysis Short Title: PBL in Chinese Clinical Training

Background: The problem-based learning (PBL) teaching method has been indicated to be more effective than lecture-based learning (LBL) teaching method in the Chinese clinical training. However, the individual studies results were still conflicting. Objective and methods: To explore the effectiveness of PBL teaching method in the Chinese clinical training, a meta-analysis including 913 participants from 13 studies was carried out. The random or fixed effect models were used to evaluate the standardized mean difference (SMD) or the pooled odds ratios (ORs) and their corresponding 95% confidence intervals (CIs). Results: The PBL teaching method had a positive effect on achieving higher theoretical (SMD=1.04, 95% CI: 0.51-1.56, P=0.0001) and practical scores (SMD=1.54, 95% CI: 1.03-2.06, P=5.54×10-9) than LBL teaching method in the Chinese pre-clinical training. Conclusions: The PBL was more effective in the Chinese clinical training than the traditional LBL teaching method. The application of PBL should be carried out on a larger scale in the clinical education.

Effect of team-based learning on basic medical courses in undergraduate medical education: a Meta-analysis

Objective To systematically review the effect of team-based learning (TBL) versus the traditional lecture-based learning (LBL) teaching model on basic medical courses in undergraduate medical education. Methods The CNKI, VIP and Wanfang medical databases were electronically searched to retrieve randomized controlled trial studies on TBL applied in undergraduate basic medical courses up to June 2014. In these studies TBL teaching model was used in experiment group with LBL teaching model as control group and course grades were adopted to evaluate the effect of learning. Literature screening, data extraction, and quality assessment were performed in strict accordance with the inclusion and exclusion criteria, and then data were analyzed using RevMan 5.3 software. Results This Meta-analysis examined 12 studies, all of them with low quality at C level. Meta analysis shows that the score of the course of TBL teaching is better than the traditional LBL teaching, and the difference is statistically significant [weighed mean difference (WMD): 9.33, 95%CI(5.67, 13.00), P=0.000]. Conclusion Compared with the LBL teaching, the application of TBL teaching in medical undergraduate basic medical courses has the promotion effect, but need more rigorously randomized controlled trials to verify. Key words: Basic medical course; Team-based learning; Teaching effective; Meta-analysis

The effect of PBL teaching method in new nurses＇pre-post skill training

Objective To investigate the effect of teaching method which applied problem-based learning in new nurses＇pre-post skill training.Methods The new nurses were given different style of pre-post training, LBL group was given tranditional lecture-based learning teaching method, PBL group was given problem -based learning method, the teaching quality of two groups were compared.Results New nurses of group PBL performed better than the counterparts of group LBL in the mastering theoretical knowledge、 problem-solving ability and operating ability.Conclusions PBL teaching method which improve pre-post skill training quality, nursing quality and patient satisfaction is better than LBL teaching method. Key words: New nurses; Pre-post skill training; Problem-based learning; Lecture-based learning; Teaching method

Meta-analysis of PBL teaching effect of basic medical courses in undergraduate medical edu-cation

Objective This study seeks to use a meta-analytical approach to quantitatively assess the results of applying the problem-based learning（PBL） teaching model and the traditional lecture-based learning（LBL）teaching model to basic medical courses in undergraduate medical education. Methods The CNKI and VIP databases were electronically searched to retrieve randomised controlled trial studies that examined the use of PBL methods for basic medical courses in under-graduate medical education. In these studies PBL teaching model was used in experiment group and LBL teaching model was used in control group. Pass rate or test scores was used to evaluate the effect of learning. The retrieved documents ranged from the time that each database was first constructed to December 2012. After two researchers performed literature screening independently, data extraction, and quality assessment procedures in strict accordance with the inclusion and exclusion criteria of this＆amp;nbsp;study, the Stata 11.0 software package was utilized to conduct the meta-analysis. Results This meta-analysis examined 28 studies that included a total of 3703 subjects. The modified Jadad scores of 20 studies（71.4%） were less than 4, and those of 8 studies（28.6%） were more than or equal to 4. The meta-analysis revealed that compared with the traditional teaching model, the PBL teaching model did not produce improved examination passing rates for a course [relative risk（RR）：1.05, 95%confidence interval（CI）：（0.99, 1.10）, P=0.098] but could improve examination scores for a course [standardized mean difference （SMD）： 0.73, 95% CI： （0.51, 0.96）, P<0.001]. Conclusion For basic medical courses in undergraduate medical education, compared to LBL teaching, PBL teaching can improve students＆#39; test scores but cannot improve students＆#39; pass rate. PBL used in basic medical courses has di-versified forms and lacks unified criterion, so there is still a long way to go for the appli-cation of PBL. Key words: Basic medical; Problem-based learning; Lecture-based learning; Teaching effect; Meta-analysis