PBL Pedagogy in the Chinese Clinical Training: A Meta-analysis Short Title: PBL in Chinese Clinical Training

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

¹Department of Geriatrics, First Affiliated Hospital of Nanjing Medical University, Nanjing, China

Cite this paper:
Yan-yan Li, Chuan-wei Zhou and Xiang-ming Wang. PBL Pedagogy in the Chinese Clinical Training: A Meta-analysis Short Title: PBL in Chinese Clinical Training. American Journal of Educational Research. 2016; 4(13):970-975. doi: 10.12691/education-4-13-9

Abstract

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.

Keywords:
problem-based learning lecture-based learning clinical Chinese

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