Effect of problem-based learning in pharmacology education: A meta-analysis

被引：24
|
作者：
Liu, Lu [1 ]
Du, Xiaohuang [2 ]
Zhang, Zuo [3 ]
Zhou, Jiyin [3 ]
机构：
[1] Army Med Univ, Affiliated Hosp 2, Dept Gastroenterol, Chongqing 400037, Peoples R China
[2] Army Med Univ, Dept Sci Res, Chongqing 400037, Peoples R China
[3] Army Med Univ, Affiliated Hosp 2, Natl Drug Clin Trial Inst, Chongqing 400037, Peoples R China
来源：
STUDIES IN EDUCATIONAL EVALUATION | 2019年 / 60卷
关键词：
Pharmacology; Meta-analysis; Problem-based learning; CLINICAL-PHARMACOLOGY; CONTENT KNOWLEDGE; CRITICAL THINKING; MEDICAL-SCHOOL; EXPERIENCE; CURRICULA; OUTCOMES; WORK;
D O I：
10.1016/j.stueduc.2018.11.004
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
A consensus is emerging for meta-analyses regarding a range of selected topics in pharmacology education. This review provides a critical overview of problem-based learning (PBL) in pharmacology education. Based on several inclusion criteria, databases were searched, and 37 controlled trial studies were identified and extracted. The meta-analysis found that PBL had a positive effect on gaining higher theoretical scores (SMD = 6.77, 95% CI [5.23, 8.31], p < 0.00,001) assessed through examinations. The results of questionnaires for students' feedback showed that PBL was superior to conventional teaching methods in improving students' outcomes of self-study, learning interest, team spirit, problem solving, analyzing, scope of knowledge, communication, and expression. These results suggest that PBL in pharmacology education is considered superior to traditional lecture-based learning.
引用
收藏
页码：43 / 58
页数：16
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