PBL教学模式对预防医学生课程教学效果的系统评价

目的 系统评价PBL教学模式对预防医学生课程教学效果的影响。方法 检索PubMed、CNKI、WanFang Data、CBM和VIP数据库，搜集PBL应用于预防医学生教学的RCT研究，采用R软件（3.6.2版本）进行Meta分析。结果 共纳入23篇文献，包括2 108例研究对象。Meta分析结果显示，PBL组预防医学生的理论成绩［ SMD =1.13，95% CI (0.65，1.60)］、实践操作成绩 ［ SMD =1.27，95% CI (0.91，1.63)］、教学满意度［ RR =1.33，95% CI (1.17，1.52)］、学习兴趣［ RR =1.61，95% CI (1.37，1.89)］、自主学习能力 ［ RR =1.63, 95% CI (1.39，1.92)］、团队协作能力［ RR =2.11，95% CI (1.54，2.89)］、解决问题能力［ RR =1.58，95% CI (1.36，1.83)］均显著优于LBL组。亚组分析结果显示PBL联合教学组预防医学生的理论成绩［ SMD =1.27，95% CI (0.46，2.09)］、实践操作成绩［ SMD =1.39，95% CI (0.82，1.96)］、团队协作能力［ RR =2.27，95% CI (1.41，3.64)］均优于单独使用PBL组，PBL在毒理学课程中对提高预防医学生的理论成绩［ SMD =1.44，95% CI (1.10，1.79)］和实践操作成绩［ SMD =1.16，95% CI (0.74，1.59)］效果均较为显著。结论 PBL对预防医学生的教学效果具有显著影响；PBL联合教学比单独使用PBL的教学效果更显著；未来需纳入更多严谨的试验设计来验证其应用效果。

The systematic evaluation of PBL teaching method on the teaching effect of preventive medicine students

Objective To systematically evaluate the influence of PBL on the teaching effect of preventive medicine students.]Methods The PubMed, CNKI, WanFang Data, CBM and VIP databases were searched, and the PBL was used in the RCT research of preventive medicine students. R (version 3.6.2) was used for meta-analysis.]Results A total of 23 articles including 2 108 subjects were included. The results of meta-analysis results showed that the PBL group significantly improved preventive medicine students’ theoretical scores ［SMD=1.13, 95%CI(0.65, 1.60)］, practical operation scores ［SMD=1.27, 95%CI(0.91, 1.63)］, teaching method satisfaction ［RR=1.33, 95%CI(1.17, 1.52)］, learning interest ［RR=1.61, 95%CI(1.37, 1.89)］, independent learning ability ［RR=1.63, 95%CI(1.39, 1.92)］, teamwork ability ［RR=2.11, 95%CI (1.54, 2.89)］, and problem solving ability ［RR=1.58, 95% CI(1.36, 1.83)］ compared with the LBL group. The results of subgroup analysis showed that PBL combined with other teaching groups of preventive medicine students’ theoretical scores ［SMD=1.27, (0.46, 2.09)］, practical operation scores ［SMD=1.39, (0.82, 1.96)］, teamwork ability ［RR= 2.27, (1.41, 3.64)］ were better than using the PBL group alone. The PBL can improve the theoretical scores of preventive medicine students in the toxicology course ［SMD=1.44, (1.10, 1.79)］ and practical operation scores ［SMD =1.16, (0.74, 1.59)］, and the effects are both relatively significant.]Conclusion PBL has a significant impact on the teaching effect of preventive medicine students. PBL combined with other teaching methods is more significant than using PBL alone, and more rigorous experimental designs need to be included in the future to verify its application effects.