Objective To systematically review the effects of problem-based learning (PBL) versus lecture-based learning (LBL) teaching models on students in surgery education in China.
Methods Such databases as CNKI, WanFang Data and PubMed were electronically searched for literature on PBL versus LBL applied in surgery education in China up to June 30th, 2013. According to the inclusion and exclusion criteria, we screened literature, extracted data, and assessed the methodological quality of included studies. Then meta-analysis was performed using RevMan 5.2 software.
Results Sixteen studies were included totally, all of which were low in quality. Compared with LBL, PBL was superior in surgery comprehensive scores (WMD=4.98, 95%CI 3.88 to 6.09, P lt;0.000 01), fundamental theoretical knowledge (WMD=3.09, 95%CI 0.81 to 5.38, P=0.008), clinical manipulation skills (WMD=4.70, 95%CI 2.69 to 6.71, P lt;0.000 01), and practical ability (WMD=2.13, 95%CI 1.11 to 3.15, P lt;0.000 1) with significant differences.
Conclusion PBL teaching method is superior to LBL in surgery education.
Citation： WANG Guizhi,LIU Hong,WANG Ying,HUANG Weiming,GU LI Ni Ge ErTu Er Xun. Effects of Problem-Based Learning versus Lecture-Based Learning in Surgery Education in China: A Meta-Analysis. Chinese Journal of Evidence-Based Medicine, 2013, 13(11): 1313-1317. doi: 10.7507/1672-2531.20130226 Copy