Multidimensional evaluation of teaching strategies for pharmacology based on a comprehensive analysis involving 21,269 students
Background: Given the limitations of traditional pharmacology pedagogical method, diverse novel teaching methods have been widely explored. In this study, we performed a network meta-analysis (NMA) to evaluate the effects of different strategies in pharmacology education.Methods: Literature database...
| Main Authors: | , , , , , , |
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2023-03-01
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| Series: | Frontiers in Pharmacology |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/fphar.2023.1145456/full |
| _version_ | 1827990016604766208 |
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| author | Chen-Lin Xiao Chen-Lin Xiao Huan Ren Hui-Qing Chen Hui-Qing Chen Wen-Hui Liu Wen-Hui Liu Zhi-Ying Luo Zhi-Ying Luo Wen-Ru Li Wen-Ru Li Jian-Quan Luo Jian-Quan Luo |
| author_facet | Chen-Lin Xiao Chen-Lin Xiao Huan Ren Hui-Qing Chen Hui-Qing Chen Wen-Hui Liu Wen-Hui Liu Zhi-Ying Luo Zhi-Ying Luo Wen-Ru Li Wen-Ru Li Jian-Quan Luo Jian-Quan Luo |
| author_sort | Chen-Lin Xiao |
| collection | DOAJ |
| description | Background: Given the limitations of traditional pharmacology pedagogical method, diverse novel teaching methods have been widely explored. In this study, we performed a network meta-analysis (NMA) to evaluate the effects of different strategies in pharmacology education.Methods: Literature databases were searched from their inception to November 2022, and the studies were screened according to predefined inclusion and exclusion criteria to extract important information. Outcomes, including theoretical test scores, experimental test scores, subjective test scores, satisfaction scores, and the proportion of satisfaction, were analyzed using R software (version 3.6.1) and STATA (version 15). The NMA was conducted with a random-effects model under the Bayesian framework to calculate odds ratios (ORs) or mean differences (MDs) with associated 95% credible intervals (95% CIs). Surface under the cumulative ranking curve (SUCRA) probability values were calculated to rank the teaching methods examined.Results: A total of 150 studies involving 21,269 students were included. This NMA systematically evaluated 24 teaching strategies, such as problem-based learning (PBL), team-based learning (TBL), case-based learning (CBL) and flipped classrooms (FC), etc., The results of the NMA showed that, PBL combined with CBL was most likely to improve students’ theoretical and subjective test scores (SUCRA = 75.49 and 98.19%, respectively), TBL was most likely to improve the experimental test score (SUCRA = 92.38%) and the satisfaction score (SUCRA = 88.37%), while FC had the highest probability of being the best option for improving the proportion of satisfaction (SUCRA = 84.45%).Conclusion: The current evidence indicates that TBL, PBL combined with CBL, and FC might be optimal strategies for pharmacology education since they have a more beneficial effect on students. |
| first_indexed | 2024-04-10T00:29:17Z |
| format | Article |
| id | doaj.art-e2d7bb672c3b46d69ecd065b490d3e5b |
| institution | Directory Open Access Journal |
| issn | 1663-9812 |
| language | English |
| last_indexed | 2024-04-10T00:29:17Z |
| publishDate | 2023-03-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Pharmacology |
| spelling | doaj.art-e2d7bb672c3b46d69ecd065b490d3e5b2023-03-15T05:03:44ZengFrontiers Media S.A.Frontiers in Pharmacology1663-98122023-03-011410.3389/fphar.2023.11454561145456Multidimensional evaluation of teaching strategies for pharmacology based on a comprehensive analysis involving 21,269 studentsChen-Lin Xiao0Chen-Lin Xiao1Huan Ren2Hui-Qing Chen3Hui-Qing Chen4Wen-Hui Liu5Wen-Hui Liu6Zhi-Ying Luo7Zhi-Ying Luo8Wen-Ru Li9Wen-Ru Li10Jian-Quan Luo11Jian-Quan Luo12Department of Pharmacy, The Second Xiangya Hospital, Central South University, Changsha, ChinaInstitute of Clinical Pharmacy, Central South University, Changsha, ChinaDepartment of Pharmacy, Hunan Provincial People’s Hospital, The First Affiliated Hospital of Hunan Normal University, Changsha, ChinaDepartment of Pharmacy, The Second Xiangya Hospital, Central South University, Changsha, ChinaInstitute of Clinical Pharmacy, Central South University, Changsha, ChinaDepartment of Pharmacy, The Second Xiangya Hospital, Central South University, Changsha, ChinaInstitute of Clinical Pharmacy, Central South University, Changsha, ChinaDepartment of Pharmacy, The Second Xiangya Hospital, Central South University, Changsha, ChinaInstitute of Clinical Pharmacy, Central South University, Changsha, ChinaDepartment of Pharmacy, The Second Xiangya Hospital, Central South University, Changsha, ChinaInstitute of Clinical Pharmacy, Central South University, Changsha, ChinaDepartment of Pharmacy, The Second Xiangya Hospital, Central South University, Changsha, ChinaInstitute of Clinical Pharmacy, Central South University, Changsha, ChinaBackground: Given the limitations of traditional pharmacology pedagogical method, diverse novel teaching methods have been widely explored. In this study, we performed a network meta-analysis (NMA) to evaluate the effects of different strategies in pharmacology education.Methods: Literature databases were searched from their inception to November 2022, and the studies were screened according to predefined inclusion and exclusion criteria to extract important information. Outcomes, including theoretical test scores, experimental test scores, subjective test scores, satisfaction scores, and the proportion of satisfaction, were analyzed using R software (version 3.6.1) and STATA (version 15). The NMA was conducted with a random-effects model under the Bayesian framework to calculate odds ratios (ORs) or mean differences (MDs) with associated 95% credible intervals (95% CIs). Surface under the cumulative ranking curve (SUCRA) probability values were calculated to rank the teaching methods examined.Results: A total of 150 studies involving 21,269 students were included. This NMA systematically evaluated 24 teaching strategies, such as problem-based learning (PBL), team-based learning (TBL), case-based learning (CBL) and flipped classrooms (FC), etc., The results of the NMA showed that, PBL combined with CBL was most likely to improve students’ theoretical and subjective test scores (SUCRA = 75.49 and 98.19%, respectively), TBL was most likely to improve the experimental test score (SUCRA = 92.38%) and the satisfaction score (SUCRA = 88.37%), while FC had the highest probability of being the best option for improving the proportion of satisfaction (SUCRA = 84.45%).Conclusion: The current evidence indicates that TBL, PBL combined with CBL, and FC might be optimal strategies for pharmacology education since they have a more beneficial effect on students.https://www.frontiersin.org/articles/10.3389/fphar.2023.1145456/fullpharmacology educationnetwork meta-analysisteaching strategiesteaching methodseffectiveness |
| spellingShingle | Chen-Lin Xiao Chen-Lin Xiao Huan Ren Hui-Qing Chen Hui-Qing Chen Wen-Hui Liu Wen-Hui Liu Zhi-Ying Luo Zhi-Ying Luo Wen-Ru Li Wen-Ru Li Jian-Quan Luo Jian-Quan Luo Multidimensional evaluation of teaching strategies for pharmacology based on a comprehensive analysis involving 21,269 students Frontiers in Pharmacology pharmacology education network meta-analysis teaching strategies teaching methods effectiveness |
| title | Multidimensional evaluation of teaching strategies for pharmacology based on a comprehensive analysis involving 21,269 students |
| title_full | Multidimensional evaluation of teaching strategies for pharmacology based on a comprehensive analysis involving 21,269 students |
| title_fullStr | Multidimensional evaluation of teaching strategies for pharmacology based on a comprehensive analysis involving 21,269 students |
| title_full_unstemmed | Multidimensional evaluation of teaching strategies for pharmacology based on a comprehensive analysis involving 21,269 students |
| title_short | Multidimensional evaluation of teaching strategies for pharmacology based on a comprehensive analysis involving 21,269 students |
| title_sort | multidimensional evaluation of teaching strategies for pharmacology based on a comprehensive analysis involving 21 269 students |
| topic | pharmacology education network meta-analysis teaching strategies teaching methods effectiveness |
| url | https://www.frontiersin.org/articles/10.3389/fphar.2023.1145456/full |
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