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Facing urban warming, mitigation and adaptation strategies are not efficient enough to tackle excessive urban heat, especially at the local scale. The local climate zone (LCZ) classification scheme is employed to examine the diversity and complexity of the climate response within a city. This study suggests that zonal practice could be an efficient way to bridge the knowledge gap between climate research and urban planning. Urban surfaces classified by LCZ are designated as urban climate landscapes, which extends the LCZ concept to urban planning applications. Selecting Wuhan as a case study, we attempt to explore the climatic effect of landscape patterns. Thermal effects are compared across the urban climate landscapes, and the relationships between patch metrics and land surface temperature (LST) are quantified. Results indicate that climate landscape layout is a considerable factor impacting local urban climate. For Wuhan, 500 m is an optimal scale for exploring landscape pattern-temperature relationships. Temperature contrast between surrounding landscape patches has a major influence on LST. Generally, fragmental landscape patches contribute to heat release. For most climate landscape types, patch metrics also have a significant effect on thermal response. When three metrics are included as predictive variables, 53.3% of the heating intensity variation can be explained for the Large Lowrise landscape, while 57.4% of the cooling intensity variation can be explained for the Water landscape. Therefore, this article claims that land-based layout optimization strategy at local scale, which conforms to planning manner, should be taken into account in terms of heat management.

Background: Problem-based learning (PBL) combined lecture based learning (LBL) has been a trend adopted as a new medical pedagogical approach in Chinese medical teaching. This study aims to evaluate the impacts of hybrid PBL and LBL pedagogy compared with LBL teaching method on the learning achievements of clinical curriculum for Chinese medicine students.Methods: Randomized controlled trials (RCTs) were identified through a systematic literature search of electronic databases and article references up to June 2019. PubMed, EBSCO, Web of Science, Cochrane Library, Wanfang Database, CNKI, and China Biology Medicine database (CBM) were searched. End points included knowledge scores, skill scores, medical writing scores, comprehensive ability scores and teaching satisfaction.Results: Totally 20 randomized controlled studies were finally included and all Chinese literatures, involving 1817 patients. Compared with traditional LBL pedagogy, hybrid PBL and LBL pedagogy significantly increased the clinical theoretical knowledge assessment score (RR = 4.84, 95% CI: 2.92∼6.76, P < .00001), clinical skills assessment score (RR = 1.60, 95% CI: 1.39∼1.81, P < .00001), comprehensive ability score (RR = 9.13, 95% CI: 8.42∼9.84, P < .00001) and teaching satisfaction (RR = 2.58, 95% CI: 1.84∼3.62, P < .00001), The meta-regression results showed that expertise-level of students and course type were the factors that caused heterogeneity.Conclusions: Hybrid PBL and LBL pedagogy integrates the advantages of conventional teaching methods and novel teaching methods, remarkably improves the teaching efficacy, demonstrates easy acceptance by students, and meets the demand of modern medical education, so it is an effective approach to cultivate the medical talents with an ability of innovative thinking and can be advocated and popularized as a teaching means. Abbreviations: CBM = China Biology Medicine database, CI = confidence interval, CNKI = Chinese national knowledge infrastructure, LBL = lecture based learning, PBL = problem-based learning, RCTs = randomized controlled trials, RR = relative risk.

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