[1]张 远,张立红,李华锋.PBL教学模式在我国高职院校大学生教学中的效果及满意度的Meta分析[J].医学信息,2021,34(01):98-104.[doi:10.3969/j.issn.1006-1959.2021.01.026]
　ZHANG Yuan,ZHANG Li-hong,LI Hua-feng.The Efficacy and Satisfaction of PBL Teaching Model in Teaching Vocational College Students in China:A Meta-analysis[J].Medical Information,2021,34(01):98-104.[doi:10.3969/j.issn.1006-1959.2021.01.026]
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PBL教学模式在我国高职院校大学生教学中的效果及满意度的Meta分析()
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医学信息[ISSN:1006-1959/CN:61-1278/R]

卷:
34卷
期数:
2021年01期
页码:
98-104
栏目:
论著
出版日期:
2021-01-01

文章信息/Info

Title:
The Efficacy and Satisfaction of PBL Teaching Model in Teaching Vocational College Students in China:A Meta-analysis
文章编号:
1006-1959（2021）01-0098-07
作者:
张 远; 张立红; 李华锋
（山东医学高等专科学校，山东 济南 250002）
Author(s):
ZHANG Yuan; ZHANG Li-hong; LI Hua-feng
(Shandong Medical College,Jinan 250002,Shandong,China)
关键词:
PBL; 高职院校; 大学生; 教学
Keywords:
PBL; Vocational colleges; College students; Teaching
分类号:
G642.0
DOI:
10.3969/j.issn.1006-1959.2021.01.026
文献标志码:
A
摘要:
目的 系统评价以问题为基础的教学模式（PBL）对比以授课为基础（LBL）的教学模式在我国高职高专院校的教学效果。方法 计算机检索 PubMed、EMbase、CNKI、WanFang Data和CBM数据库，搜索PBL教学模式在我国高职院校大学生教学中应用的随机对照实验，检索时限从2017年1月~2020年3月。采用RevMan5.3和Stata12.0软件进行Meta分析。结果 共纳入22篇RCT，共计2671名学生，其中PBL组1338名，LBL组1333名。Meta分析结果显示：PBL教学模式在理论成绩[MD=9.35，95%CI（6.88，11.83），P=0.00001]、操作成绩[MD=10.45，95%CI（6.72，14.19），P=0.00001]、满意度[RR=1.28，95%CI（1.20，1.36），P=0.00001]、学习兴趣[RR=1.34，95%CI（1.22，1.48），P=0.00001]、团队协作[RR=1.92，95%CI（1.27，2.90），P=0.00001]，自学能力[RR=1.45，95%CI（1.30，1.62），P=0.00001]方面均优于LBL教学模式。结论 PBL教学模式有助于提高高职院校学生对理论知识的掌握和技能操作，总体满意度较高，且在提高学习兴趣、增加团队协作、提高自学能力方面优于LBL教学模式，但仍还需高质量研究予以验证。
Abstract:
Objective To systematically evaluate the teaching effect of the problem-based teaching model (PBL) and the lecture-based (LBL) teaching model in vocational colleges in China.Methods A computer searched PubMed, EMbase, CNKI, WanFang Data and CBM databases, and searched for randomized controlled experiments of the application of PBL teaching model in the teaching of college students in vocational colleges in China. The search time limit was from January 2017 to March 2020. RevMan5.3 and Stata12.0 software were used for Meta analysis.Results A total of 22 RCTs were included, with a total of 2671 students, including 1338 in the PBL group and 1333 in the LBL group. Meta-analysis results show that: PBL teaching mode has theoretical results [MD=9.35, 95%CI (6.88, 11.83),P=0.00001], operational results [MD=10.45, 95%CI(6.72, 14.19),P=0.00001] , Satisfaction [RR=1.28, 95%CI(1.20, 1.36),P=0.00001], learning interest [RR=1.34, 95%CI(1.22, 1.48),P=0.00001], teamwork [RR=1.92, 95%CI(1.27, 2.90),P=0.00001], self-learning ability [RR=1.45, 95%CI(1.30, 1.62),P=0.00001] are better than LBL teaching mode.Conclusion PBL teaching mode is helpful to improve the mastery of theoretical knowledge and skill operation of students in higher vocational colleges, and the overall satisfaction is high. It is superior to LBL teaching mode in terms of increasing learning interest, increasing teamwork, and improving self-study ability. High-quality research is needed for verification.

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更新日期/Last Update: 1900-01-01