PBL教学法在急诊医学教学中学习效果的Meta分析

目的探讨PBL教学法在急诊医学教学中实施效果的影响。方法通过计算机检索中国期刊全文数据库（CNKI1979年至2012年12月）；中国生物医学文献数据库系统（CBMl989年至2012年12月）；中文科技期刊全文数据库（VIP1989年至2012年12月）；万方数据（WANFANGDATA1989年至2012年12月）等，并联合手工检索，收集PBL教学法在急诊医学教学中实施效果的研究文献，并应用Revman4．2软件进行数据分析。结果最终有9篇文献纳入本研究，这9篇文献中涉及理论考试成绩的文献有7篇，涉及操作考试成绩的文献7篇。结果显示，PBL教学法与传统教学法对医学生理论考试成绩的差异具有统计学意义（Z=12．97，P〈0．00001），PBL教学法优于传统教学法SMD=1．19，95％CI1．01，1．38]，P〈0．0001]。PBL教学法与传统教学法对医学生操作考试成绩的差异具有统计学意义（Z=12．10，P〈0．00001），PBL教学法优于传统教学法SMD：1．1l，95％CI0．93，1．29]，P〈0．0001]。结论PBL教学法在急诊医学教学中学习效果明显优于传统教学方法。但由于研究的异质性并且纳入的研究样本量较小，故需更多的样本量和足够的多中心随机对照试验验证并定量分析其学习效果。

Meta-analysis of learning outcomes of PBL teaching method in emergency medicine teaching

Objective To explore the effects of PBL teaching method in emergency medicine teaching. Methods We collected literature on learning outcomes of PBL teaching method in emergency medicine teaching from China National Knowledge Infrastructure （ CNK!, from 1979 to December 2012 ） , Chinese Biomedical Literature （CBM, from 1989 to December 2012） , Chinese Science and Technology Database （VIP, from 1989 to December 2012） , and Wanfang Data （from 1989 to December 2012} combined with manual retrieval. Data were analyzed with Revman 4.2 software. Results Nine articles were included in this study. Of them 7 articles were related to theory examination scores and 7 were related to operational examination scores. The findings showed that PBL teaching method and the traditional teaching method had significantly different effects on medical students theoretical examination scores （ Z = 12.97, P 〈0.00001 }. PBL teaching method was superior to the traditional teaching method SMD = 1.19, 95% CI 1.01, 1.38 ], P 〈 0. 0001 ]. The two teaching methods also had significantly different effects on students operational examination scores （Z = 12.10, P 〈 0. 00001 ） ; PBL teaching method was superior to the traditional teaching method SMD = 1.11, 95% CI 0.93, 1.29 ], P 〈 0.0001 ]. Conclusion PBL teaching method is obviously superior to the traditional teaching method in emergency medicine teaching. However, because of the present research＇s heterogeneity and small sample size, more samples and adequate quantitative and multicenter randomized controlled trials are needed to verify and analyze learning outcomes.