Evidence map›Paper›PMID 37528406›Full record

SynthesisBMC medical education2023

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

Qi-Ming Zheng, Yuan-Yuan Li, Qing Yin, Na Zhang, Ye-Peng Wang, Guo-Xiang Li, Zhi-Gang Sun

Abstract readMeta-AnalysisSystematic Review
PubMed Full text at PMC Publisher
In one paragraph

Synthesis in BMC medical education, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 29 papers, 6 of them syntheses that pooled it.

0numbers the graph read from it
0cells of the map it votes in
29citing papers in PubMed, 6 pooled it
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

29 citing papers in PubMed, 6 syntheses or guidelines pooled it.

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4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

7 authors.

Qi-Ming ZhengDepartment of Thoracic Surgery, Jinan Central Hospital, Shandong University, Jinan, 250013, China.
Yuan-Yuan LiDepartment of Thoracic Surgery, Jinan Central Hospital, Shandong University, Jinan, 250013, China.
Qing YinDepartment of Medical Education, Central Hospital Affiliated to Shandong First Medical University, Jinan, 250013, China.
Na ZhangDepartment of Thoracic Surgery, Central Hospital Affiliated to Shandong First Medical University, Jinan, 250013, China.
Ye-Peng WangDepartment of Neurosurgery, Central Hospital Affiliated to Shandong First Medical University, Jinan, 250013, China.
Guo-Xiang LiDepartment of Thoracic Surgery, Central Hospital Affiliated to Shandong First Medical University, Jinan, 250013, China.
Zhi-Gang SunDepartment of Thoracic Surgery, Jinan Central Hospital, Shandong University, Jinan, 250013, China. sunszg@126.com.

Funding

Shandong First Medical University Campus Education and Teaching Reform Research Project Approval Project in 2022 Grant No. XM2022159
6 · The paper itself

Abstract

backgroundThis 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.

methodsWe 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.

resultsNine 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.

conclusionThis 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.

Indexed as

Education, MedicalProblem-Based LearningClinical CompetenceEducational MeasurementHumansStudentsEducationLecture-based learning (LBL)Problem-based learning (PBL)Surgery

Identifiers

PMID37528406
PMCPMC10394865

What OpenQuestion holds

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Registered trials

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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.