Application of problem-based learning in the teaching of nuclear protection medicine under E-learning environment
10.3760/cma.j.issn.2095-1485.2019.11.020
- VernacularTitle: E-learning环境下PBL在防原医学教学中的应用
- Author:
Yuhui HAO
1
;
Juan LI
1
;
Yonghong RAN
1
;
Shuang WANG
1
Author Information
1. State Key Laboratory of Trauma, Burns and Combined Injury, Institute of Combined Injury, College of Preventive Medicine, Army Medical University/Chongqing Engineering Research Center for Nanomedicine, Chongqing 400038, China
- Publication Type:Journal Article
- Keywords:
E-learning;
Problem-based learning;
Nuclear protection medicine;
Medical education;
Educational reform
- From:
Chinese Journal of Medical Education Research
2019;18(11):1164-1167
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To explore the feasibility of problem-based learning (PBL) teaching method in teaching nuclear protection medicine under E-learning environment.
Methods:A total of 120 students from Class 1 (experimental group) and 141 students from Class 3 (control group) of 5-year clinical medicine in Grade 2014 were included. The control group adopted the traditional teaching method, that is, theoretical knowledge was taught by teachers in theory class and practice was made by students after teachers introducing methods and precautions, and making demonstrations in experimental class. The experimental group adopted PBL teaching method based on E-learning and the simulation software of nuclear accident medical emergency rescue.
Results:Average theoretical scores in the experimental group (79.61±7.71) were higher than those in the control group (73.66±7.89), with statistically significant difference (P<0.05). According to the results, 74.2% (89/120) students in the experimental group had a relative good experience of PBL under E-learning environment; 72.5% (87/120) had better comprehension of nuclear protection medicine; 82.5% (99/120) students considered that the simulation software of nuclear accident medical emergency rescue was able to help them get familiar with and comprehend the operation procedures; 80.0% (96/120) students believed that it was able to stimulate interests for study and exploration; 77.5% (90/120) students considered that it was able to promote study initiatives; 84.2% (101/120) students believed that it was able to deepen understandings to nuclear protection medicine.
Conclusion:Application of PBL teaching methods in the teaching of nuclear protection medicine under E-learning environment can better enable students to comprehend what they have learned, achieving better teaching effectiveness.
