基于Meta分析的PBL+CBL教学模式在消化内科教学中的有效性研究OA

Objective A systematic review of the effectiveness of the Problem-Based Learning(PBL)combined with Case-Based Learning(CBL)teaching model in gastroenterology education.Methods Through a systematic search of relevant databases in Chinese and English,A total of 14 RCTs involving 1259 students were included.Comparing the PBL combined with CBL teaching model with traditional teaching methods.The search period was from the database establishment to March 2025.A Meta-analysis was conducted using RevMan 5.3 software on the selected literature.Results The Meta-analysis showed significant improvements in theoretical scores(SMD=1.99,95%CI:1.41～2.56,P<0.01),skill scores(SMD=2.01,95%CI:1.54～2.49,P<0.01),teaching satisfaction(OR=6.16,95%CI:4.00～9.48,P<0.01),autonomous learning ability(SMD=1.22,95%CI:0.60～1.83,P<0.01),teamwork ability(SMD=1.56,95%CI:0.20～2.93,P<0.01),communication skills(SMD=1.77,95%CI:0.93～2.62,P<0.01),and clinical problem-solving ability(SMD=1.75,95%CI:0.73～2.78,P<0.01).Conclusion The diversified teaching mode based on PBL combined with CBL can effectively improve the theoretical knowledge level,clinical skills and teaching satisfaction of students in gastroenterology,which is worth promoting and applying in gastroenterology teaching.