“基于问题的学习”对中医类学生学习效果影响的系统评价

目的系统评价“基于问题的学习”（Problem—based learning，PBL）对国内中医类学生学习效果的影响。方法通过检索CBM、CNKI、VIP文献数据库，纳入PBL与LBL教学模式下中医类学生学习效果的对照研究，采用Revman5．1对数据进行分析。结果纳入9篇文献，研究方法、质量均较低。两种模式下，学生理论考试成绩的差异无统计学意义SMD=3．76，95％CI（-0．62，8．15）]；而实践操作成绩的差异具统计学意义，PBL组优于LBL组SMD=7．62，95％CI（3．92，11．32）]；在学习能力自评上，两组间差异有统计学意义，PBL组优于LBL组OR=3．69，95％CI（1．88，7．21）]。结论PBL教学有助于提高学生主观能动性，提高学生实践能力，适用于中医临床专业课及其拓展型课程的教学；但各纳入研究的质量等级较低，有必要在教学中开展设计严谨的随机对照试验，提供高质量的证据，增加论证强度。

Distribution characteristics of inhaled allergen of 13 841 cases with allergic disease in Chongqing

Objective To assess the influence of PBL formation study effectiveness of TCM stu- dents. Methods The controlled studies with the teaching format of both PBL and LBL were included to assess the effectiveness of learning, by searching CBM, CNKI and VIP database. All data was analyzed on Revman 5.1. Results 9 articles were included; All were low in the quality of their methodology, and the theoretical scores of students in PBL or LBL format shows no statistical difference SMD=3.76,95% CI （ -0.62,8.15 ） ]. PBL format was superior to LBL on students＇ practical scores SMD=7.62,95% CI （ 3.92, 11.32 ） ]; Compared to LBL format, PBL proved to have a better influence on students＇ self-assessment for learning abilityOR=3.69,95% CI（ 1.88,7.21 ）]. Conclusion PBL helps to enhance the activeness of students, to improve their practical ability, which is valuable if applied in clinical concerned courses. But the included studies were low in quality; more rigorously randomized controlled teaching trials are expected to verify the conclusion.