Effect evaluation of PBL and LBL combined teaching method in teaching the skeletal motor system diseases
10.3760/cma.j.cn116021-20201102-00955
- VernacularTitle:PBL和LBL联合教学在骨骼运动系统疾病教学中的效果评价
- Author:
Xue JIA
1
;
Yuangang WU
;
Mingyang LI
;
Limin WU
;
Kaibo SUN
;
Quan CHEN
;
Ping QING
Author Information
1. 四川大学华西临床医学院/华西医院，成都 610041
- Keywords:
Problem-based learning;
Lecture-based learning;
Eight-year clinical medicine program;
Skeletal motor system diseases;
Osteoarthritis
- From:
Chinese Journal of Medical Education Research
2022;21(8):1012-1015
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To explore the effect of combined problem-based learning (PBL) and lecture-based learning (LBL) on the teaching of skeletal motor system diseases for eight-year clinical medicine program students.Methods:The clinical eight-year medical students from Batch 2014 and 2015 participating in the teaching of "osteoarthritis" in the course of Skeletal Motor System Diseases in West China Clinical Medical College of Sichuan University were divided into control group (60 students) and experimental group (82 students). The control group was taught by LBL teaching method, while the experimental group was taught by PBL+LBL teaching method. A questionnaire survey was conducted to retrospectively analyze the teaching effects, including learning enthusiasm, knowledge understanding, thinking ability, teamwork ability, practical ability, self-learning ability and teacher-student relationship, as well as the evaluation of teaching satisfaction. The SPSS 22.0 software was used for t test and chi-square test. Results:The survey results showed that students in the experimental group were significantly superior to those in the control group in such aspects as learning enthusiasm (8.00±1.61 vs. 7.28±1.98), knowledge understanding (8.02±1.59 vs. 7.33±1.79), thinking ability (8.34±1.66 vs. 7.42±1.90), teamwork ability (8.32±1.76 vs. 6.60±2.79), practical ability (7.70±1.69 vs. 6.87 ± 2.57), self-learning ability (8.05±1.65 vs. 7.35±2.48) and teacher-student relationship (7.96±1.75 vs. 7.25±2.10), with statistically significant differences ( P<0.05). Meanwhile, the PBL+LBL group was more satisfied with the teaching mode than the LBL group, and the difference was statistically significant ( P<0.05). Conclusion:The application of PBL+LBL teaching method in clinical medicine eight-year program course teaching of "osteoarthritis" in Skeletal Motor System Diseases can effectively improve the learning enthusiasm of students, improve the quality of education, and obtain good teaching effect.
