Yan-yan Li^1,, Chuan-wei Zhou¹, Xiang-ming Wang¹

Background: The problem-based learning (PBL) teaching method has been indicated to be more effective than lecture-based learning (LBL) teaching method in the Chinese clinical training. However, the individual studies results were still conflicting. Objective and methods: To explore the effectiveness of PBL teaching method in the Chinese clinical training, a meta-analysis including 913 participants from 13 studies was carried out. The random or fixed effect models were used to evaluate the standardized mean difference (SMD) or the pooled odds ratios (ORs) and their corresponding 95% confidence intervals (CIs). Results: The PBL teaching method had a positive effect on achieving higher theoretical (SMD=1.04, 95% CI: 0.51-1.56, P=0.0001) and practical scores (SMD=1.54, 95% CI: 1.03-2.06, P=5.54×10^-9) than LBL teaching method in the Chinese pre-clinical training. Conclusions: The PBL was more effective in the Chinese clinical training than the traditional LBL teaching method. The application of PBL should be carried out on a larger scale in the clinical education.

problem-based learning, lecture-based learning, clinical, Chinese