华西医学

华西医学

Seminar 教学法与传统讲授教学法对国内临床医学生教学效果的系统评价

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目的系统评价国内 Seminar 教学法相比传统讲授教学法对临床医学生教学效果的影响。方法计算机检索 PubMed、Embase、The Cochrane Library、Web of Science、中国知网、万方、维普数据库中 Seminar 教学与传统讲授教学对中国临床医学生教学影响的随机对照试验,检索时间为建库至 2017 年 10 月。采用 RevMan 5.2 软件进行 Meta 分析。结果纳入 12 个随机对照试验,共 741 例学生,其中 Seminar 教学组 380 例,传统讲授教学组 361 例。Meta 分析结果显示:Seminar 教学法基础理论成绩[标准化均数差(standard mean difference,SMD)=1.17,95% 置信区间(confidence interval,CI)(0.72,1.62),P<0.000 01]、临床技能操作成绩[SMD=1.33,95%CI(0.82,1.83),P<0.000 01]、课堂氛围评分[SMD=1.51,95%CI(1.13,1.90),P<0.000 01]、团队协作评分[SMD=0.86,95%CI(0.50,1.22),P<0.000 01]及自主学习能力评分[SMD=2.25,95%CI(0.31,4.18),P=0.02]均优于传统讲授教学法。结论Seminar 教学法在临床医学生教学中效果优于传统讲授教学法。

ObjectiveTo systematically review the teaching effects of Seminar teaching model versus lecture-based learning (LBL) teaching model on clinical medical students in China.MethodsPubMed, Embase, the Cochrane Library, Web of Science, China National Knowledge Internet, WanFang Data and VIP database were electronically searched for randomized controlled trials (RCTs) on Seminar versus LBL applied in clinical medical students in China, from the establishment of database to October 2017. The Meta-analysis was performed using RevMan 5.2 software.ResultsA total of 12 RCTs with 741 students were enrolled, including 380 in Seminar teaching group and 361 in LBL teaching group. The results of Meta-analysis demonstrated that the basic theory score [standard mean difference (SMD)=1.17, 95% confidence interval (CI) (0.72, 1.62), P<0.000 01], the clinical skill score [SMD=1.33, 95%CI (0.82, 1.83), P<0.000 01], the classroom atmosphere score [SMD=1.51, 95%CI (1.13, 1.90), P<0.000 01], the team score [SMD=0.86, 95%CI (0.50, 1.22), P<0.000 01], and the autonomous learning ability score [SMD=2.25, 95%CI (0.31, 4.18), P=0.02] of Seminar teaching group were superior to those in the LBL teaching group.ConclusionThe Seminar teaching model is superior to the LBL teaching model in clinical medical students.

关键词: Seminar 教学法; 传统讲授教学; 临床医学; Meta 分析; 随机对照试验; 中国

Key words: Seminar teaching model; Lecture-based learning; Clinical medicine; Meta-analysis; Randomized controlled trial; China

引用本文: 贾雪, 曾雯, 张琴, 程春燕. Seminar 教学法与传统讲授教学法对国内临床医学生教学效果的系统评价. 华西医学, 2018, 33(3): 332-338. doi: 10.7507/1002-0179.201712140 复制

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