The analysis of case-based learning in the teaching effectiveness of medical statistics

doi:10.3760/cma.j.issn.1673-677X.2017.06.017

Abstract

Abstract: Objective To quantitatively assess the results of applying case-based learning (CBL) and lecture-based learning (LBL) in medical statistics by using meta-analysis.Methods CNKI, Wanfang database, VIP database were searched for articles on CBL versus LBL in medical statistical education in China, data last updated in August 2016. According to the inclusion and exclusion criteria, the authors extracted data, assessed the quality of included studies and performed a quantitative data synthesis using stata13.0 software.Results Eleven studies (1286 treatments and 1208 controls) were finally included. Compared with LBL, CBL was superior in final exam scores (WMD=3.75, 95%CI=2.39~5.10, z=5.43, P<0.001), comprehensive application ability test score (WMD=3.72, 95%CI=2.37~5.06, z=5.43, P<0.001), the satisfaction degree of teaching methods (RR=1.27, 95%CI=1.18~1.37, z=6.15, P<0.001), the interest of statistical learning (RR=1.32,95%CI=1.20~1.45, z=5.62, P<0.001), the importance of statistical learning (RR=1.27, 95%CI=1.14~1.43, z=2.49, P=0.013), there were statistical significance.Conclusions The effect of CBL outweighs which of LBL in medical statistics education in China, CBL improved the learning interest and academic performs of medical statistics.

Key words: Case-based learning, Lecture-based learning, Teaching method, Medical statistics, Learning effect, Meta analysis

Ai Zisheng, Yu Miao, Feng Tienan, Zhang Aihong. The analysis of case-based learning in the teaching effectiveness of medical statistics[J]. Chinese Journal of Medical Education, 2017, 37(6): 875-881.

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