Effects of problem-based learning and traditional teaching learning on students' long-term memory and clinical practice ability

VernacularTitle:以问题为基础的学习与传统教学对学生长期记忆效果及临床实习能力的影响
Author: Xin GUAN ; Xi LIANG ; Feng WANG ; Xiang LIANG ; Jinlong WU ; Qiaoliang ZHU
Publication Type:Journal Article
Keywords: Problem-based learning; Traditional learning; Long-term memory
From: Chinese Journal of Medical Education Research 2015;(2):190-194
CountryChina
Language:Chinese
Abstract: Objective To investigate effects of problem-based learning (PBL) and traditional learning (TL) on students' long-term memory and clinical practice ability. Methods Totally 79 5-year-program undergraduates of 2006, 2007, 2008 grade in school of clinical medicine of our hospital were randomly divided into PBL group (n=38) and TL group (n=41). The teaching effects were evaluated by two exams as well as teachers' subjective impression. SPSS 17.0 statistical analysis software was used;exam results were expressed as x±s; t test and rank sum test were used to analyze the exam results and subjective impression. α=0.05 was set as inspection level. Results In the second exam after 6 months, the mean exam scores were (76.66 ±5.94) and (73.59 ±5.74) in PBL group and TL group, without significant differences between the two groups (t=1.85, P=0.068). However, at clinical intern-ship stage, PBL group outperformed TL group based on the subjective evaluation (P=0.065, 0.277). Conclusion PBL can culture students' ability of problem-solving, but it is limited in culturing long-term memory.