Objective　To compare problem-based learning (PBL) versus lecture-based learning (LBL) in the teaching of rehabilitation medicine in China. Methods　All Chinese articles on PBL and LBL in teaching of rehabilitation medicine courses indexed in CBMdisc

Wanfang database

CNKI database

and Google academic search published prior to October 2017 were included. The methodological quality of the selected studies was assessed with ‘Cochrane Quality Evaluation Standard’. Meta analyses were performed using RevMan 5.3. Results　After exclusion of non-eligible citations

a total of 18 documents involving 1943 subjects were satisfied the criteria and were included in this review. Meta-analyses revealed that PBL had a significant improvements on theoretical knowledge examination scores (MD=9.26

95%CI=5.24 to 13.29)

practical skills examination scores (MD=12.11

95%CI=5.17 to 19.06)

performance excellent rate (RR=3.90

95%CI=2.10 to 7.26)

and patient satisfaction rate (RR=8.98

95%CI=4.23 to 19.07) (P<0.05) among students compared with LBL in teaching of rehabilitation. Conclusion　In this meta analysis

PBL is superior to LBL and worthy popularizing in teaching of rehabilitation.