{"title":"中国医学教育中问题型学习与研讨会相结合对传统教学方法的影响：系统评价与元分析","authors":"Haozhong Wang, Qiang Yuan, Yinling Guo, Xiuli Zheng, Jian Luo, Junhui Qian","doi":"10.3389/fmed.2025.1592199","DOIUrl":null,"url":null,"abstract":"<p><strong>Objectives: </strong>This study systematically evaluates the effectiveness of combining problem-based learning with the seminar teaching method and the traditional lecture-based learning model in medical education by meta-analysis.</p><p><strong>Methods: </strong>A computer-based search of major domestic and international literature databases was conducted, including PubMed, EMBASE, Web of Science Core Collection, Cochrane Library, China National Knowledge Infrastructure(CNKI), Wanfang Database, VIP Chinese Science and Technology Periodicals Database, and China Biology Medicine disk (CBMdisc). The search period spanned from the inception of the databases to 30 August 2024. Quantitative synthesis was performed using the RevMan V.5.4 software, following the Cochrane Reviewer's Handbook guidelines and the Preferred Reporting Items for Systematic Reviews and Meta-analyses statement.</p><p><strong>Results: </strong>A total of 13 articles involving 857 medical students were included. The meta-analysis results revealed statistically significant differences between the experimental and control groups in the following areas: theoretical knowledge scores (MD = 4.99, 95% CI: 4.29-5.69, <i>p</i> < 0.00001); clinical skill scores (MD = 4.98,95% CI: 4.21-5.75, <i>p</i> < 0.00001); case analysis ability (SMD = 3.07, 95% CI: 2.66-3.47, <i>p</i> < 0.00001); Learning interest (SMD = 2.46, 95% CI: 1.89-3.03, <i>p</i> < 0.00001); Active learning (SMD = 3.26, 95% CI: 2.66-3.85, <i>p</i> < 0.00001); teamwork abilities (SMD = 1.66, 95% CI: 1.27-2.05, <i>p</i> < 0.00001); students' research and academic ability (MD = 26.85, 95% CI: 24.79-28.91, <i>p</i> < 0.00001). The experimental group demonstrated superior outcomes in all areas compared to the control group.</p><p><strong>Conclusion: </strong>This meta-analysis showed that the integration of problem-based learning and seminar teaching methods is an effective method for improving theoretical knowledge scores, clinical skill scores, case analysis ability, learning interest, active learning, teamwork abilities and research and academic ability.</p>","PeriodicalId":12488,"journal":{"name":"Frontiers in Medicine","volume":"12 ","pages":"1592199"},"PeriodicalIF":3.1000,"publicationDate":"2025-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12256451/pdf/","citationCount":"0","resultStr":"{\"title\":\"Effect of problem-based learning combined with seminar versus traditional teaching method in medical education in China: a systematic evaluation and meta-analysis.\",\"authors\":\"Haozhong Wang, Qiang Yuan, Yinling Guo, Xiuli Zheng, Jian Luo, Junhui Qian\",\"doi\":\"10.3389/fmed.2025.1592199\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Objectives: </strong>This study systematically evaluates the effectiveness of combining problem-based learning with the seminar teaching method and the traditional lecture-based learning model in medical education by meta-analysis.</p><p><strong>Methods: </strong>A computer-based search of major domestic and international literature databases was conducted, including PubMed, EMBASE, Web of Science Core Collection, Cochrane Library, China National Knowledge Infrastructure(CNKI), Wanfang Database, VIP Chinese Science and Technology Periodicals Database, and China Biology Medicine disk (CBMdisc). The search period spanned from the inception of the databases to 30 August 2024. Quantitative synthesis was performed using the RevMan V.5.4 software, following the Cochrane Reviewer's Handbook guidelines and the Preferred Reporting Items for Systematic Reviews and Meta-analyses statement.</p><p><strong>Results: </strong>A total of 13 articles involving 857 medical students were included. The meta-analysis results revealed statistically significant differences between the experimental and control groups in the following areas: theoretical knowledge scores (MD = 4.99, 95% CI: 4.29-5.69, <i>p</i> < 0.00001); clinical skill scores (MD = 4.98,95% CI: 4.21-5.75, <i>p</i> < 0.00001); case analysis ability (SMD = 3.07, 95% CI: 2.66-3.47, <i>p</i> < 0.00001); Learning interest (SMD = 2.46, 95% CI: 1.89-3.03, <i>p</i> < 0.00001); Active learning (SMD = 3.26, 95% CI: 2.66-3.85, <i>p</i> < 0.00001); teamwork abilities (SMD = 1.66, 95% CI: 1.27-2.05, <i>p</i> < 0.00001); students' research and academic ability (MD = 26.85, 95% CI: 24.79-28.91, <i>p</i> < 0.00001). The experimental group demonstrated superior outcomes in all areas compared to the control group.</p><p><strong>Conclusion: </strong>This meta-analysis showed that the integration of problem-based learning and seminar teaching methods is an effective method for improving theoretical knowledge scores, clinical skill scores, case analysis ability, learning interest, active learning, teamwork abilities and research and academic ability.</p>\",\"PeriodicalId\":12488,\"journal\":{\"name\":\"Frontiers in Medicine\",\"volume\":\"12 \",\"pages\":\"1592199\"},\"PeriodicalIF\":3.1000,\"publicationDate\":\"2025-06-30\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12256451/pdf/\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Frontiers in Medicine\",\"FirstCategoryId\":\"3\",\"ListUrlMain\":\"https://doi.org/10.3389/fmed.2025.1592199\",\"RegionNum\":3,\"RegionCategory\":\"医学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"2025/1/1 0:00:00\",\"PubModel\":\"eCollection\",\"JCR\":\"Q1\",\"JCRName\":\"MEDICINE, GENERAL & INTERNAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Frontiers in Medicine","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.3389/fmed.2025.1592199","RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2025/1/1 0:00:00","PubModel":"eCollection","JCR":"Q1","JCRName":"MEDICINE, GENERAL & INTERNAL","Score":null,"Total":0}
引用次数: 0
摘要
目的：本研究运用元分析方法，系统评估问题型学习与研讨式教学法及传统讲座型学习模式相结合在医学教育中的效果。方法：计算机检索国内外主要文献数据库，包括PubMed、EMBASE、Web of Science Core Collection、Cochrane Library、中国知网（CNKI）、万方数据库、VIP中国科技期刊库、中国生物医学磁盘（CBMdisc）。搜索期从数据库开始到2024年8月30日。采用RevMan V.5.4软件进行定量综合，遵循Cochrane审稿人手册指南和系统评价和meta分析声明的首选报告项目。结果：共纳入13篇文献，涉及医学生857人。meta分析结果显示，实验组与对照组在以下方面的差异有统计学意义：理论知识得分（MD = 4.99, 95% CI: 4.29 ~ 5.69, p < 0.00001）；临床技能评分（MD = 4.98,95% CI: 4.21 ~ 5.75, p < 0.00001）；案例分析能力（SMD = 3.07, 95% CI: 2.66 ~ 3.47, p < 0.00001）；学习兴趣（SMD = 2.46, 95% CI: 1.89 ~ 3.03, p < 0.00001）；主动学习（SMD = 3.26, 95% CI: 2.66 ~ 3.85, p < 0.00001）；团队合作能力（SMD = 1.66, 95% CI: 1.27 ~ 2.05, p < 0.00001）；学生的研究和学术能力（MD = 26.85, 95% CI: 24.79 ~ 28.91, p < 0.00001）。实验组在各方面均优于对照组。结论：本荟萃分析表明，问题型学习与研讨式教学相结合是提高理论知识分数、临床技能分数、案例分析能力、学习兴趣、主动学习能力、团队合作能力和研究学术能力的有效方法。
Effect of problem-based learning combined with seminar versus traditional teaching method in medical education in China: a systematic evaluation and meta-analysis.
Objectives: This study systematically evaluates the effectiveness of combining problem-based learning with the seminar teaching method and the traditional lecture-based learning model in medical education by meta-analysis.
Methods: A computer-based search of major domestic and international literature databases was conducted, including PubMed, EMBASE, Web of Science Core Collection, Cochrane Library, China National Knowledge Infrastructure(CNKI), Wanfang Database, VIP Chinese Science and Technology Periodicals Database, and China Biology Medicine disk (CBMdisc). The search period spanned from the inception of the databases to 30 August 2024. Quantitative synthesis was performed using the RevMan V.5.4 software, following the Cochrane Reviewer's Handbook guidelines and the Preferred Reporting Items for Systematic Reviews and Meta-analyses statement.
Results: A total of 13 articles involving 857 medical students were included. The meta-analysis results revealed statistically significant differences between the experimental and control groups in the following areas: theoretical knowledge scores (MD = 4.99, 95% CI: 4.29-5.69, p < 0.00001); clinical skill scores (MD = 4.98,95% CI: 4.21-5.75, p < 0.00001); case analysis ability (SMD = 3.07, 95% CI: 2.66-3.47, p < 0.00001); Learning interest (SMD = 2.46, 95% CI: 1.89-3.03, p < 0.00001); Active learning (SMD = 3.26, 95% CI: 2.66-3.85, p < 0.00001); teamwork abilities (SMD = 1.66, 95% CI: 1.27-2.05, p < 0.00001); students' research and academic ability (MD = 26.85, 95% CI: 24.79-28.91, p < 0.00001). The experimental group demonstrated superior outcomes in all areas compared to the control group.
Conclusion: This meta-analysis showed that the integration of problem-based learning and seminar teaching methods is an effective method for improving theoretical knowledge scores, clinical skill scores, case analysis ability, learning interest, active learning, teamwork abilities and research and academic ability.
期刊介绍：
Frontiers in Medicine publishes rigorously peer-reviewed research linking basic research to clinical practice and patient care, as well as translating scientific advances into new therapies and diagnostic tools. Led by an outstanding Editorial Board of international experts, this multidisciplinary open-access journal is at the forefront of disseminating and communicating scientific knowledge and impactful discoveries to researchers, academics, clinicians and the public worldwide.
In addition to papers that provide a link between basic research and clinical practice, a particular emphasis is given to studies that are directly relevant to patient care. In this spirit, the journal publishes the latest research results and medical knowledge that facilitate the translation of scientific advances into new therapies or diagnostic tools. The full listing of the Specialty Sections represented by Frontiers in Medicine is as listed below. As well as the established medical disciplines, Frontiers in Medicine is launching new sections that together will facilitate
- the use of patient-reported outcomes under real world conditions
- the exploitation of big data and the use of novel information and communication tools in the assessment of new medicines
- the scientific bases for guidelines and decisions from regulatory authorities
- access to medicinal products and medical devices worldwide
- addressing the grand health challenges around the world
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