Comparison of problem-based learning and traditional teaching methods in medical psychology education in China: A systematic review and meta-analysis

Gao, Junwei; Yang, Licong; Zhao, Jinghui; Lian, Wang; Zou, Jiao; Wang, Chunxiang; Fan, Xiaotang

doi:10.1371/journal.pone.0243897

Cited by 24 publications

(21 citation statements)

References 17 publications

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“…In order to adjust the CI of the pooled estimate, a random-effects meta-analysis was employed with the Hartung-Knapp-Sidik-Jonkman method [ 25 ]. Heterogeneity would be assessed with prediction intervals [ 26 ], and visual interpretations of between-study heterogeneity were explored using a Galbraith plot [ 27 ]. Publication bias would be assessed using a funnel plot analysis [ 28 ], rank correlation with Begg and Mazumdar’s test [ 29 ], and Egger’s test would be used for a regression intercept [ 30 ].…”

Section: Methodsmentioning

confidence: 99%

The incidence and mortality of childhood acute lymphoblastic leukemia in Indonesia: A systematic review and meta-analysis

et al. 2022

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Background The incidence of childhood ALL in Indonesia is still largely unknown. The widely mentioned statistics from other countries turn out to be only estimated figures. Other data do not specify the types of leukemia and are not specifically focused on children. Therefore, this study aims to pool incidence and mortality statistics from available studies in Indonesia. Methods We searched five different academic databases, including Pubmed, MEDLINE, Cochrane Library, Science Direct, and Google Scholar. Three Indonesian databases, such as the Indonesian Scientific Journal Database (ISJD), Neliti, and Indonesia One Search, were also utilized. Incidence was expressed as per 100,000 children. We used the Newcastle-Ottawa scale (NOS) to assess the quality of cohort studies. The inclusion criteria are cohort studies published in the languages of English or Indonesian. For this analysis, we define children as 0–18 years old. Findings The incidence rate for childhood ALL was found to be 4.32 per 100,000 children (95% CI 2.65–5.99) with a prediction interval of 1.98 to 9.42 per 100,000 children. The incidence rate is higher in males, with 2.45 per 100,000 children (95% CI 1.98–2.91) and a prediction interval of 1.90 to 3.16 per 100,000 children. As for females, the incidence rate is 2.05 per 100,000 children (95% CI 1.52–2.77) with a prediction interval of 1.52 to 2.77 per 100,000 children. The mortality of childhood ALL ranges from 0.44 to 5.3 deaths per 100,000 children, while the CFR is 3.58% with varying true effect sizes of 2.84% to 4.52%. Interpretation With 79.5 million children living in Indonesia in 2018, this means that there were roughly 3,434 new cases of childhood ALL. An organized effort between multiple sectors is needed to improve the registries of childhood ALL in Indonesia.

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Section: Methodsmentioning

confidence: 99%

The incidence and mortality of childhood acute lymphoblastic leukemia in Indonesia: A systematic review and meta-analysis

et al. 2022

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“…The strength of this study was that our meta-analysis evaluated the specific outcome of PBL such as critical thinking/knowledge assessment, problem-solving, and self-directed learning. Several studies discuss the PBL effect on general learning outcomes and specific backgrounds [ 9 , 14 , 18 , 19 , 23 ]. Our meta-analysis not only provided pre-test and post-test scores in each group, but we also explained the outcome in each study.…”

Section: Discussionmentioning

confidence: 99%

“…PBL has three main learning objectives, namely (1) to apply deep content learning, (2) to apply problem analysis skills and develop solutions to solve problems, and (3) to apply self-directed learning as an approach to adapt learning styles [8]. Therefore, this teaching model has been highly praised in medical education courses in the past two decades [9]. In conventional lecture methods, students are passively exposed to the material and less likely to learn or apply concepts actively.…”

Section: Introductionmentioning

confidence: 99%

The effectiveness of problem based learning in improving critical thinking, problem-solving and self-directed learning in first-year medical students: A meta-analysis

Manuaba

-No

2022

PLoS ONE

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Background The adaptation process for first-year medical students is an important problem because it significantly affects educational activities. The previous study showed that 63% of students had difficulties adapting to the learning process in their first year at medical school. Therefore, students need the most suitable learning style to support the educational process, such as Problem-based learning (PBL). This method can improve critical thinking skills, problem-solving and self-directed learning. Although PBL has been adopted in medical education, the effectiveness of PBL in first-year medical students is still not yet clear. The purpose of this meta-analysis is to verify whether the PBL approach has a positive effect in improving knowledge, problem-solving and self-directed learning in first-year medical students compared with the conventional method. Methods We searched PubMed, ScienceDirect, Cochrane, and Google Scholar databases until June 5, 2021. Search terms included problem-based learning, effectiveness, effectivity, and medical student. We excluded studies with the final-year medical student populations. All analyses in our study were carried out using Review Manager version 5.3 (RevMan Cochrane, London, UK). Result Seven eligible studies (622 patients) were included. The pooled analysis demonstrated no significant difference between PBL with conventional learning method in critical thinking/knowledge assessment (p = 0.29), problem-solving aspect (p = 0.47), and self-directed learning aspect (p = 0.34). Conclusion The present study concluded that the PBL approach in first-year medical students appeared to be ineffective in improving critical thinking/knowledge, problem-solving, and self-directed compared with the conventional teaching method.

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“…Traditional lecture-based learning (LBL) is mainly based on the teacher. Teachers instill knowledge from books to students through a teacher-centered teaching model, which fails to cultivate ability of independent thinking, autonomous learning, and problem solving [ 1 ]. With the transformation of medical and public health service models, society has higher requirements for the technical level and the ability of solving practical problems of public health talents [ 2 ].…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of seminar-case learning for use in practice teaching of statistics for undergraduates majoring in preventive medicine: a prospective cluster-randomized controlled trial

et al. 2022

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Background The seminar-case learning (SCL) method is a case-oriented teaching model, with teachers and students as the main body of teaching, characterized by communication, interaction, and mutual inspiration. This study explored the effects of the SCL method versus traditional lecture-based learning (LBL) in the statistics curriculum for undergraduate students majoring in preventive medicine. Research questions were: 1) whether the scores of students in the experimental group (the SCL model) were higher than those in the control group (the LBL model); 2) whether the students’ satisfaction in the experimental group was better than that in the control group; and 3) whether the self-report benefit of students in the experimental group was better than that in the control group. Methods We conducted a two-armed cluster-randomized education intervention trial in practice teaching of health statistics among undergraduates majoring in preventive medicine. Two administrative classes (classes 1–4 and classes 5–8) were divided into the experimental group and the control group according to the principle of drawing lots. The students in two groups received the same statistical theory course. For the arrangement of statistical practice course, the experimental group adopted the SCL model, and the control group used the LBL model. The teaching effect was evaluated via an examination and an anonymous questionnaire survey. Results Scores for noun explanation questions in the experimental group showed no statistical significance with that of the control group(U = 2911.0, P = 0.964). The scores of single choice, calculation, and case analysis questions, and the total scores were significantly higher than that of the control group (P < 0.05). Students’ satisfaction with arrangements of the practice course in the experimental group (92.41%) was significantly higher than that of in the control group (77.03%), the difference was statistically significant (χ2 = 7.074, P = 0.008). The self-report benefit of students in the experimental group was better than that in the control group (P < 0.05). Conclusion As an effective method of high-quality education, the SCL model is worthy of further promotion in the practice teaching of preventive medicine.

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Comparison of problem-based learning and traditional teaching methods in medical psychology education in China: A systematic review and meta-analysis

Cited by 24 publications

References 17 publications

The incidence and mortality of childhood acute lymphoblastic leukemia in Indonesia: A systematic review and meta-analysis

The incidence and mortality of childhood acute lymphoblastic leukemia in Indonesia: A systematic review and meta-analysis

The effectiveness of problem based learning in improving critical thinking, problem-solving and self-directed learning in first-year medical students: A meta-analysis

Effectiveness of seminar-case learning for use in practice teaching of statistics for undergraduates majoring in preventive medicine: a prospective cluster-randomized controlled trial

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