To systematically review the effects of problem-based learning (PBL) in clinical teaching of interventional radiology.

CBM, CNKI, WangFang Data and VIP databases, PubMed, Web of science, EMbase, the Cochrane Library and Scopus were searched online to collect randomized controlled trials of PBL in clinical teaching of interventional radiology from inception to June 2021. Two reviewers independently screened literature, extracted data and assessed the risk of bias of included studies. Meta-analysis was then performed using ReMan 5.3 software.

A total of nine RCTs were included, with 832 subjects, including 416 in PBL group and 416 in LBL group. The results of meta-analysis showed that compared with the lecture-based learning (LBL) group, PBL group had a significant improvements on theoretical knowledge examination scores [MD = 7.67, 95%CI (2.54, 12.79)], practical skills examination scores [MD = 7.12, 95%CI (2.93, 11.30)], case analysis scores [MD = 10.90, 95%CI (5.73, 16.07)], total scores [MD = 13.37, 95%CI (11.42, 15.32)], increased learning interest [OR = 10.48, 95%CI (6.88, 15.95)], improved clinical practice capacity [OR = 10.65, 95%CI (3.44, 33.00)] and Improved understanding [OR = 8.67, 95%CI (2.45, 30.71)], the differences were statistically significant.

Current evidence shows that PBL can improve clinical teaching effect of interventional radiology and learning satisfaction. Due to limited quality and quantity of the included studies, more high quality studies are required to verify above conclusions.