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Cited by 53Problem and Project Based LearningInnovations in Medical EducationBiomedical and Engineering Education

Comparing hybrid problem-based and lecture learning (PBL + LBL) with LBL pedagogy on clinical curriculum learning for medical students in China: a meta-analysis of randomized controlled trials

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Liu, Chun-Xiao, Ouyang, Wei-Wei, Wang, Xiao-Wen, Chen, Dan, Jiang, Zhao-Lei·2020·Medicine
DOI 10.1097/md.0000000000019687PMC PMC7220526
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Abstract

Background: Problem-based learning (PBL) combined lecture based learning (LBL) has been a trend adopted as a new medical pedagogical approach in Chinese medical teaching. This study aims to evaluate the impacts of hybrid PBL and LBL pedagogy compared with LBL teaching method on the learning achievements of clinical curriculum for Chinese medicine students. Methods: Randomized controlled trials (RCTs) were identified through a systematic literature search of electronic databases and article references up to June 2019. PubMed, EBSCO, Web of Science, Cochrane Library, Wanfang Database, CNKI, and China Biology Medicine database (CBM) were searched. End points included knowledge scores, skill scores, medical writing scores, comprehensive ability scores and teaching satisfaction. Results: Totally 20 randomized controlled studies were finally included and all Chinese literatures, involving 1817 patients. Compared with traditional LBL pedagogy, hybrid PBL and LBL pedagogy significantly increased the clinical theoretical knowledge assessment score (RR = 4.84, 95% CI: 2.92∼6.76, P < .00001), clinical skills assessment score (RR = 1.60, 95% CI: 1.39∼1.81, P < .00001), comprehensive ability score (RR = 9.13, 95% CI: 8.42∼9.84, P < .00001) and teaching satisfaction (RR = 2.58, 95% CI: 1.84∼3.62, P < .00001), The meta-regression results showed that expertise-level of students and course type were the factors that caused heterogeneity. Conclusions: Hybrid PBL and LBL pedagogy integrates the advantages of conventional teaching methods and novel teaching methods, remarkably improves the teaching efficacy, demonstrates easy acceptance by students, and meets the demand of modern medical education, so it is an effective approach to cultivate the medical talents with an ability of innovative thinking and can be advocated and popularized as a teaching means.

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  • The four systematic reviews and meta-analysis included in this scoping review, all carried out in China, found that PBL was more effective than lecture-based learning in improving knowledge and other skills (clinical, problem-solving, self-learning and collaborative).

    “the four systematic reviews and meta-analysis included in this scoping review, all carried out in China, found that PBL was more effective than lecture-based learning in improving knowledge and other skills (clinical, problem-solving, self-learning and collaborative) [40, 51, 53, 58].”

    From Effectiveness of problem-based learning methodology in undergraduate medical education: a scoping review (2022) · cites this paper as [58]

  • The four meta-analysis included in this review show results clearly favorable to PBL methodology in terms of knowledge, clinical skills, problem-solving, self-learning and satisfaction.

    “the four meta-analysis included in this review, which included a high number of participants, show results that are clearly favorable to the PBL methodology in terms of knowledge, clinical skills, problem-solving, self-learning and satisfaction [40, 51, 53, 58].”

    From Effectiveness of problem-based learning methodology in undergraduate medical education: a scoping review (2022) · cites this paper as [58]

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Research works printed but not linked: 20

  1. [3]Wang LQ Shi XB Ding YL PBL+LBL double-track practice in gynaecology and obstetrics teaching (in Chinese). Res Med Educ 2006; 10: 940– 1.
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  9. [11]Zhou Y Tang P Ming J Application of PBL+LBL in breast surgery clinical probation (in Chinese). Northwest Med Educ 2012; 5: 1044– 6.
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Authors
Liu, C.-X., Ouyang, W.-W., Wang, X.-W., Chen, D., & Jiang, Z.-L.
Affiliations
  • Office of Postgraduate Education and Training, The First Affiliated Hospital of Chongqing Medical University
  • Office of Education and Training, Chongqing Health Service Center
  • Department of Cardiothoracic Surgery, The First Affiliated Hospital of Chongqing Medical University, Chongqing
  • Department of Cardiothoracic Surgery, Xinhua Hospital Affiliated to Shanghai Jiao Tong University School of Medicine, Shanghai, China.
Venue
Medicine
Publisher
Ovid Technologies (Wolters Kluwer Health)
Published
2020-04
Volume
99
Issue
16
Pages
e19687
ISSN
  • 0025-7974 (ISSN-L)
  • 1536-5964
DOI
10.1097/md.0000000000019687
PMC
PMC7220526
OpenAlex
W3017244233
Cited by
53
References
5
Citations by year
2026: 8 · 2025: 8 · 2024: 9 · 2023: 10 · 2022: 10 · 2021: 7 · 2020: 1
FWCI
2.23
Type
journal article
Language
en
Open access
Licence
Locations
  • Medicine (publishedVersion, cc-by-nc)
  • PubMed Central (publishedVersion, cc-by-nc)
  • PubMed (publishedVersion)
Funders
Division of Graduate Education
Topics
  • Social Sciences › Education › Problem and Project Based Learning
  • Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Innovations in Medical Education
  • Physical Sciences › Engineering › Biomedical Engineering › Biomedical and Engineering Education
Keywords
problem-based learning, lecture-based learning, hybrid teaching, clinical curriculum, medical students, clinical skills, medical knowledge, teaching satisfaction, medical education, Chinese medical education
MeSH terms
China, Clinical Competence, Education, Medical, Humans, Learning, Students, Medical, Randomized Controlled Trials as Topic, Problem-Based Learning

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