Effectiveness of problem-based learning in Chinese pharmacy education: a meta-analysis

BMC Medical Education
Jiyin ZhouGuisheng Qian

Abstract

This review provides a critical overview of problem-based learning (PBL) practices in Chinese pharmacy education. PBL has yet to be widely applied in pharmaceutical education in China. The results of those studies that have been conducted are published in Chinese and thus may not be easily accessible to international researchers. Therefore, this meta-analysis was carried out to review the effectiveness of PBL. Databases were searched for studies in accordance with the inclusion criteria. Two reviewers independently performed the study identification and data extraction. A meta-analysis was conducted using Revman 5.3 software. Sixteen randomized controlled trials were included. The meta-analysis revealed that PBL had a positive association with higher theoretical scores (SMD = 1.17, 95% CI [0.77, 11.57], P < 0.00001). The questionnaire results show that PBL methods are superior to conventional teaching methods in improving students' learning interest, independent analysis skills, scope of knowledge, self-study, team spirit, and oral expression. This meta-analysis indicates that PBL pedagogy is superior to traditional lecture-based teaching in Chinese pharmacy education. PBL methods could be an optional, supplementary method of p...Continue Reading

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Oct 30, 2018·Contemporary Nurse·Weihui GouWei Zhang
Jul 13, 2016·American Journal of Pharmaceutical Education·Michael J Peeters, Varun A Vaidya
Aug 18, 2020·International Journal of Nursing Education Scholarship·Samson WakibiSara Belton
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