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Meta-Analysis
. 2019 Jan;98(2):e14052.
doi: 10.1097/MD.0000000000014052.

The effectiveness of problem-based learning in pediatric medical education in China: A meta-analysis of randomized controlled trials

Yimei Ma  1   2 , Xiaoxi Lu  1   2
Affiliations
Meta-Analysis

The effectiveness of problem-based learning in pediatric medical education in China: A meta-analysis of randomized controlled trials

Yimei Ma et al. Medicine (Baltimore). 2019 Jan.

Abstract

Background: The aim of this meta-analysis is to assess the effectiveness of problem-based learning (PBL) in pediatric medical education in China.

Methods: We searched Chinese electronic databases, including the China National Knowledge Infrastructure, WanFang Data, the China Science Periodical Database, and the Chinese BioMedical Literature Database. We also searched English electronic databases, including PubMed, Embase, and the Cochrane Central Register of Controlled Trials. We searched for published studies that compared the effects of PBL and traditional lecture-based learning (LBL) on students' theoretical knowledge, skill, and case analysis scores during pediatric medical education in China. All randomized controlled trials (RCTs) were included.

Results: A total of 12 RCTs were included, with a total sample size of 1003 medical students. The PBL teaching model significantly increased theoretical knowledge scores (95% confidence interval [CI], 0.79-1.52; P < .00001), skill scores (95% CI, 0.87-2.25; P < .00001), and case analysis scores (P < .00001, I = 88%) compared with those using the LBL teaching model alone.

Conclusion: The current meta-analysis shows that PBL in pediatric medical education in China appears to be more effective than the traditional teaching method in improving theoretical knowledge, skill, and case analysis scores. However, a more controlled design of RCT is needed to confirm the above conclusions in future work.

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Conflict of interest statement

The authors have no conflicts of interest to disclose.

Figures

Figure 1
Figure 1
Search strategy for the flow diagram.
Figure 2
Figure 2
Risk of bias included in the randomized controlled trials. +, low risk of bias; ?, unclear risk of bias.
Figure 3
Figure 3
Funnel plot analysis of theoretical knowledge scores for the potential publication bias in the meta-analysis. SMD = standardized mean difference, SR = standard error.
Figure 4
Figure 4
Funnel plot analysis of theoretical skill scores for the potential publication bias in the meta-analysis. SMD = standardized mean difference, SR = standard error.
Figure 5
Figure 5
Funnel plot analysis of case analysis scores for the potential publication bias in the meta-analysis. SMD = standardized mean difference, SR = standard error.
Figure 6
Figure 6
Analyses conducted by random effects model. Interstudy heterogeneity was tested by the Cochran Q statistic (χ2) at a significance level of P < .1. The meta-analysis of the theoretical knowledge scores found that the problem-based learning (PBL) teaching model significantly increased theoretical knowledge scores compared to those of the lecture-based learning (LBL) teaching model.
Figure 7
Figure 7
Analyses conducted by random effects model. Interstudy heterogeneity was tested by the Cochran Q statistic (χ2) at a significance level of P < .1. The meta-analysis of the skill scores found that the problem-based learning (PBL) teaching model significantly increased skill scores compared with those of the lecture-based learning (LBL) teaching model.
Figure 8
Figure 8
Analyses conducted by random effects model. Interstudy heterogeneity was tested by the Cochran Q statistic (χ2) at a significance level of P < .1. The meta-analysis of the case analysis scores found that the problem-based learning (PBL) teaching model significantly increased case analysis scores compared with the lecture-based learning (LBL) teaching model.
See this image and copyright information in PMC

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