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Meta-Analysis
. 2023 Aug 1;23(1):546.
doi: 10.1186/s12909-023-04531-7.

The effectiveness of problem-based learning compared with lecture-based learning in surgical education: a systematic review and meta-analysis

Qi-Ming Zheng  1   2 , Yuan-Yuan Li  1 , Qing Yin  3 , Na Zhang  2 , Ye-Peng Wang  4 , Guo-Xiang Li  2 , Zhi-Gang Sun  5   6
Affiliations
Meta-Analysis

The effectiveness of problem-based learning compared with lecture-based learning in surgical education: a systematic review and meta-analysis

Qi-Ming Zheng et al. BMC Med Educ. .

Abstract

Background: This meta-analysis was conducted to systematically evaluate the impact of problem-based learning (PBL) and lecture-based learning (LBL) teaching models on students' learning in surgical education.

Methods: We systematically searched the publications related to the application of PBL and LBL in surgical courses in PubMed, Embase, Web of Science and Cochrane Library databases, the last retrieval time is September 20, 2022. After screening the literature according to the inclusion and exclusion criteria, extracting data and evaluating the methodological treatment of the included studies, Stata 17.0 software was used to perform meta-analysis.

Results: Nine studies were included totally. The results showed that compared with LBL, PBL was superior in clinical competence (SMD = 0.81, 95% CI: 0.12 ~ 1.49, P = 0.020) and student satisfaction (SMD = 2.13, 95% CI: 1.11 ~ 3.15, P < 0.0001) with significant differences. But the comprehensive scores (SMD = 0.26, 95% CI: -0.37 ~ 0.89, P = 0.421) and theoretical knowledge (SMD=-0.19, 95% CI: -0.71 ~ 0.33, P = 0.482) to PBL and LBL had no significant difference.

Conclusion: This study showed that the PBL teaching model is more effective than the LBL teaching model in surgical education on the aspects of enhancing clinical competence and student satisfaction. However, further well-designed studies are needed to confirm our findings.

Keywords: Education; Lecture-based learning (LBL); Problem-based learning (PBL); Surgery.

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Conflict of interest statement

The authors declare no competing interests.

Figures

Fig. 1
Fig. 1
The study selection process
Fig. 2
Fig. 2
Risk of bias assessment. (a) Risk of bias graph as percentages for all included studies; (b) Risk of bias summary for each included study
Fig. 3
Fig. 3
Meta-analysis of the effectiveness of problem-based learning compared with lecture-based learning in surgical education: (a) comprehensive scores, (b) theoretical knowledge, (c) clinical competence, (d) student satisfaction
Fig. 4
Fig. 4
Sensitivity analysis of the effectiveness of problem-based learning compared with lecture-based learning in surgical education: (a) comprehensive scores, (b) theoretical knowledge, (c) clinical competence, (d) student satisfaction
Fig. 5
Fig. 5
Funnel plot of the effectiveness of problem-based learning compared with lecture-based learning in surgical education: (a) comprehensive scores, (b) theoretical knowledge, (c) clinical competence, (d) student satisfaction
See this image and copyright information in PMC

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