Guidance of critical thinking of clinical medical students in disease-centered PBL integrated course: taking diabetes as example

VernacularTitle:PBL整合式教学对医学生批判性思维的引导作用：以糖尿病病例学习为例
Author: Jie QIAO ¹ ; Yingli LIU ; Bing HAN ; Chenyu CAO ; Yingli LU ; Yi CHEN
Author Information

1. 上海交通大学医学院附属第九人民医院内分泌科，上海　200011
Keywords: PBL integrated course; Clinical medical education; Critical thinking; Diabetes
From: Chinese Journal of Medical Education Research 2022;21(10):1325-1328
CountryChina
Language:Chinese
Abstract: Disease-centered problem-based learning (PBL) integrated course inspires the thinking of medical students in the case scenario to stimulate students' motivation of active learning. In this paper, the study of diabetes cases was taken as an example. Through the design of PBL cases, the scenario was reconstructed and information was provided step by step, so as to induce the students to discuss and learn the related knowledge of glucose metabolism and understand the predisposing factors of diabetes. Furthermore, students' critical thinking could be inspired through the information of the misdiagnose and mistreatment to recognize the clinical presentation and inducement of diabetic ketoacidosis. This teaching model is conducive to the cultivation of medical students' questioning spirit and critical thinking, laying a foundation for the cultivation of innovative medical talents.