摘要
目的：系统评价以团队为基础的学习（team-based learning，TBL）相对于以讲授为基础的学习（lecture-based learning，LBL）在国内医学本科教育基础医学课程中的应用效果。方法计算机检索中国知网、维普中文科技期刊数据库和万方医药数据库，搜索关于TBL教学在我国医学本科基础医学课程中应用效果的随机对照试验研究，其中实验组采用TBL教学，对照组采用LBL教学，课程考核以成绩分数评价。按照纳入与排除标准筛选文献，对所纳入的文献提取数据、质量评价后采用RevMan 5.3软件进行Meta分析。结果最终纳入12篇文献的研究，研究方法学质量评级均为C。 Meta分析显示，TBL教学的课程成绩分数总体优于传统LBL教学，差异具有统计学意义[WMD=9.33，95%CI（5.67，13.00），P=0.000]。结论相比LBL教学，医学本科基础医学课程中应用TBL教学对教学效果有促进作用，但需更多设计严谨的随机对照试验来验证。
Objective To systematically review the effect of team-based learning （TBL） versus the traditional lecture-based learning （LBL） teaching model on basic medical courses in undergraduate medical education. Methods The CNKI, VIP and Wanfang medical databases were electronically searched to retrieve randomized controlled trial studies on TBL applied in undergraduate basic medi-cal courses up to June 2014. In these studies TBL teaching model was used in experiment group with LBL teaching model as control group and course grades were adopted to evaluate the effect of learn-ing. Literature screening, data extraction, and quality assessment were performed in strict accordance with the inclusion and exclusion criteria, and then data were analyzed using RevMan 5.3 software. Results This Meta-analysis examined 12 studies, all of them with low quality at C level. Meta analysis shows that the score of the course of TBL teaching is better than the traditional LBL teaching, and the difference is statistically significant [weighed mean difference （WMD）： 9.33, 95%CI （5.67, 13.00）, P=0.000]. Conclusion Compared with the LBL teaching, the application of TBL teaching in medical undergraduate basic medical courses has the promotion effect, but need more rigorously randomized controlled trials to verify.
出处
《中华医学教育探索杂志》
2015年第8期802-807,共6页
Chinese Journal of Medical Education Research
基金
广东省高等教育教学改革项目（GDJG20142317）,广东药学院基础学院教育教学改革项目（2013103）
作者简介
黄榕波，Email：hrb@gdpu．edu．cn
