Effect of ladder teaching of PBL after theoretical lecture in standardized training of ophthalmology
10.3760/cma.j.cn116021-20201211-01285
- VernacularTitle:理论授课后续PBL的阶梯教学法在眼科规范化培训中的效果
- Author:
Weiwei XU
1
;
Zhou SONG
;
Chaohui LI
Author Information
1. 解放军总医院第三医学中心眼科医学部，北京 100853
- Keywords:
Standardized residency training;
Department of ophthalmology;
Teaching effect
- From:
Chinese Journal of Medical Education Research
2023;22(5):737-740
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To evaluate the effect of ladder teaching of problem-based learning (PBL) after theoretical lecture in the standardized training of ophthalmology.Methods:This study collected the data of the resident trainees in the ophthalmology standardized training base of the PLA General Hospital from September 2015 to June 2020. According to the accepted teaching methods, they were divided into the ladder teaching method group (ladder group) and the pure PBL teaching method group (PBL group). The exam results of the first and second stages of the trainees, the pass rate of the first stage exam (ophthalmology theory), the pass rate of the second stage exam (clinical application), and the overall pass rate of the first and second stages were recorded for statistical analysis. Quantitative evaluation on the teaching effect of the "ladder teaching method of theory teaching followed by PBL" in the standardized training of ophthalmology in this training base was made. SPSS 24.0 was used to conduct t-test, rank-sum test and Chi-square test. Results:The results of the first stage examination (ophthalmology theory) in the ladder group were higher than those in the PBL group [(87.22±8.45) vs. (74.47±10.68)], with a statistically significant difference ( P < 0.01); the pass rate of the first stage examination (ophthalmology theory) in the ladder group was higher than that in the PBL group (95.83% vs. 85.00%), with no significant difference ( P = 0.213). The pass rate of the second stage examination (clinical application) in the ladder group was higher than that in the PBL group (95.65% vs. 76.47%), with no significant difference ( P = 0.070); the overall pass rate of routine training (first and second stages) in the ladder group was higher than that in the PBL group (91.67% vs. 65.00%), with a statistically significant difference ( P = 0.029). Conclusion:The ladder teaching of PBL after the theory teaching has a satisfactory effect in the standardized training of ophthalmology. This teaching method is easier to help the students to successfully complete the standardized training and pass the standardized training examination.
