Objective To systematically evaluate the efficacy of problem-based learning (PBL) and traditional
lecture-based learning (LBL) in cerebrovascular disease clinical teaching in China.
Methods Randomized controlled trials (RCTs) of PBL and LBL in cerebrovascular disease
clinical teaching were retrieved from Chinese databases (China National Knowledge Infrastructure,
Wanfang Data Knowledge Service Platform, VIP Information Chinese Journal Service Platform)
from inception to May 2021. Revman 5.4 and Stata 15.0 were used for meta analysis and publication
bias detection. By using standard mean difference (SMD) or RR and 95%CI , the teaching efficacy
of PBL and LBL were compared through examination scores (theoretical knowledge, case analysis
and skill operation), questionnaire scoring items (medical knowledge development, doctor-patient
communication ability, clinical practice ability, clinical thinking ability, team cooperation ability,
autonomous learning ability) and teaching satisfaction.
Results A total of 25 RCTs involving 1493 participants were included, of them, 747 in PBL group
and 746 in LBL group. The examination scores of theoretical knowledge (SMD 1.41, 95%CI 0.79-
2.02, P <0.001), case analysis (SMD 1.74, 95%CI 0.84-2.64, P <0.001) and skill operation (SMD
3.35, 95%CI 1.09-5.60, P =0.004) in PBL group were superior to those in LBL group (P <0.001). The
questionnaire scores of medical knowledge development (SMD 1.08, 95%CI 0.53-1.62, P <0.001),
doctor-patient communication ability (SMD 3.07, 95%CI 2.07-4.07, P <0.001), clinical practice
ability (SMD 2.55, 95%CI 1.33-3.78, P <0.001), clinical thinking ability (SMD 3.02, 95%CI 0.99-
5.06, P =0.004), team cooperation ability (SMD 1.64, 95%CI 1.19-2.08, P <0.001), autonomous
learning ability (SMD 2.35, 95%CI 1.20-3.50, P <0.001) in PBL group were superior to that in
LBL group. The teaching satisfaction (RR 1.18, 95%CI 1.10-1.26, P <0.001) in PBL group was
also superior to that in LBL model. Except for the homogeneity of teaching satisfaction (P =0.23,
I 2=29%), the other outcome indicators were heterogeneous (P ≤0.1 or I 2≥50%). There was no
statistical significance of publication bias for theoretical knowledge score, case analysis score, skill
operation score, teaching satisfaction and questionnaire score of medical knowledge development,
while there was statistical significance of publication bias for other outcome indicators.
Conclusions Based on the existing evidence, PBL method was more effective than LBL method in
cerebrovascular diseases clinical teaching in China. However, the risk of bias and heterogeneity of
included studies should not be ignored, and more higher quality multicenter studies are needed to
further confirm the above conclusions.