Application of LBL incorporated with CBL and PBL methods in anatomy study
10.3760/cma.j.issn.2095-1485.2016.04.013
- VernacularTitle:LBL联合CBL、PBL在解剖学教学中的应用
- Author:
Lu WANG
;
Yuanyuan CHEN
;
Jing ZHANG
;
Bofeng LIU
;
Lin ZHAO
;
Cailian RUAN
;
Xuefeng HUI
- Publication Type:Journal Article
- Keywords:
Lecture-based learning;
Case-based learning;
Problem-based learning;
Anatomy;
Application effect
- From:
Chinese Journal of Medical Education Research
2016;15(4):375-378
- CountryChina
- Language:Chinese
-
Abstract:
Objective To explore the teaching effects of Lecture Based Learning (LBL) incorporated with Case Based Learning (CBL) and Problem Based Learning (PBL) methods in the teach-ing of anatomy.Methods 740 students of Grades 2012 and 2013 from clinical medical major were chosen as the subjects,randomly divided into experimental and control groups.LBL was conducted in the control group of 644 students,while LBL+PBL+CBL method was applied in the experimental group of 96 students.After completion of the course,all students were surveyed with the questionnaire and tested with specimen and theoretical examinations.The data was collected and analyzed with SPSS 17.0 and two sample U tests.Results The students' time of learning anatomy in the control group outside classroom teaching was (105 ± 25) minutes per week,while the students' time of learning anatomy in the experimental group was (190 ± 25) minutes per week.The difference was statistically significant (t=31.08,P=0.000).The difference of after-class total learn-ing time was also statistically significant between two groups(t=27.42,P=0.000).Percentages of satisfaction with teaching methods for control group were 87.5％ and 87％,while for the experimental group 98％ and 100％.Kruskal-Wallis test showed there were significant differences in experimental groups of grades 2012(x2=31.19,P=0.000) and 2013 (x2=40.35,P=0.000) compared with control group.Comparison of both groups' results of the examinations was statistically significant concerning multiple choices,essays and case analysis questions (P＜0.05).Conclusion Teaching method of LBL incorporated with PBL and CBL was significantly effective than that of the sole traditional LBL method,which indicated its practice value.
