系统评价PBL教学模式在我国医学院校统计学课程中的应用效果

目的 探究PBL教学模式在我国医学院校统计学课程中的应用效果。方法 截止2020年9月30日，联合检索中国知网（CNKI）和万方数据库关于PBL教学法应用于医学统计学或卫生统计学教学的随机对照研究。以合并分析的标准均数差(SMD)或相对危险度(Relative risk，RR)及其95%置信区间(Confidence interval，CI)进行PBL和LBL方法的教学效果比较。结果 本研究共纳入11篇合格文献，包括学生2151人，其中PBL组1 009人，LBL组1 142人。Meta分析结果显示，与传统LBL组相比，PBL教学模式可一定程度上提高学生统计学的考试成绩（SMD=0.90，95% CI:0.79Symbol~A@1.00）、学习兴趣（RR=1.78，95% CI:1.16Symbol~A@2.74）、自学能力（RR=1.92，95% CI:1.52Symbol~A@2.43）以及合作能力（RR=1.49，95% CI:1.08Symbol~A@2.05），差异有统计学意义，P<0.05。 结论 与传统讲授式LBL模式相比，PBL方法在提高医学院校学生考试成绩、学习兴趣、自学能力以及合作能力方面具有一定优越性，国内高校可结合本学科师资和教学条件等采纳和应用。

Systematic review of the application effect of PBL method in statistics teaching in Chinese medical college

To explore the application effect of problem-based learning(PBL) teaching mode in statistics course of medical colleges and universities in China. Methods A joint search was conducted between CNKI and Wanfang database on the randomized controlled study which applied PBL teaching method in the teaching of medical statistics or health statistics as of Sep 30, 2020. The standard mean difference(SMD) or relative risk(RR) and its 95% confidence interval(CI) were used to compare the teaching effect of PBL and LBL. Results A total of 11 articles were included with 2 151 students, containing 1 009 students in PBL group and 1 142 in LBL in present study. The results of meta-analysis showed that compared with the traditional LBL group, PBL teaching mode could, to a certain extent, improve students’ examination scores of Statistics(SMD=0.90, 95%CI: 0.79-1.00), learning interest(RR=1.78, 95%CI: 1.16-2.74), self-study ability(RR=1.92, 95%CI: 1.52-2.43) and cooperation ability(RR=1.49, 95%CI: 1.08-2.05), and the differences were statistically significant(P<0.05). Conclusion Compared with the traditional LBL teaching mode, PBL method has some advantages in improving medical college students’ examination results, learning interest, self-learning ability and cooperation ability.