Application of problem-based learning combined with team-based learning methods in clinical probation teaching of bone tumor_West China Medical Journal

Authors：

LUO Yi ¹ , JIANG Mingyan ² , FANG Jianguo ¹ , WANG Yitian ¹ , DUAN Hong ¹ , MIN Li ¹ , TANG Fan ¹ , ZHOU Yong ¹ , ZHANG Wenli ¹ ,  TU Chongqi ¹

1. Department of Orthopedics, West China Hospital, Sichuan University, Chengdu, Sichuan 610041, P. R. China;
2. West China School of Stomatology, Sichuan University, Chengdu, Sichuan 610041, P. R. China;

Corresponding author：

TU Chongqi, Email: tuchongqi@163.com

Keywords：

Problem-based learning; Team-based learning; Clinical probation; Teaching mode; Bone tumor

DOI：

10.7507/1002-0179.202001015

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Objectives To compare the role of problem-based learning (PBL) combined with team-based learning (TBL) methods with traditional lecture-based learning in the clinical probation teaching of bone tumor and explore which teaching method is more suitable for clinical probation teaching of bone tumor.Methods The 60 students of the 2013 grade five-year program medical students in West China Clinical College of Sichuan University who were undergoing clinical probation teaching in the orthopedic bone tumor subspecialty of West China Hospital of Sichuan University in April 2017 were randomly divided into 2 groups. The trial group adopted PBL combined with TBL teaching method, the control group adopted traditional teaching method. The general situation of the two groups of students were compared. After the end of the probation, the two groups of students’ knowledge mastery, comprehensive ability and satisfaction were compared.Results There was no significant difference in the gender composition and the assessment scores of the last semester diagnostics course of the two groups of students (P>0.05). After the probation, in terms of knowledge mastery, the trial group’s theoretical test scores (89.13±3.47 vs. 87.03±2.99; t=2.511, P=0.015), teacher evaluation (88.33±4.48 vs. 85.90±3.96; t=2.231, P=0.030) and student evaluation (89.83±2.97 vs. 87.47±2.91; t=3.117, P=0.003) were better than those of the control group. In terms of comprehensive ability, the trial group’s ability in reasoning and induction, information management, goal completion, and communication (17.90±1.09, 18.00±0.91, 18.00±1.02, 17.90±1.13) were better than those of the control group (17.20±1.13, 17.13±1.20, 17.10±1.24, 16.83±1.29), the differences were statistically significant (P<0.05). There was no statistically significant difference in satisfaction between the two groups of students (P>0.05).Conclusions PBL combined with TBL methods can improve the effect of clinical probation of bone tumors, deepen mastery of professional knowledge, improve comprehensive ability, and improve teaching quality.

Citation： LUO Yi, JIANG Mingyan, FANG Jianguo, WANG Yitian, DUAN Hong, MIN Li, TANG Fan, ZHOU Yong, ZHANG Wenli, TU Chongqi. Application of problem-based learning combined with team-based learning methods in clinical probation teaching of bone tumor. West China Medical Journal, 2020, 35(10): 1235-1238. doi: 10.7507/1002-0179.202001015 Copy

1.	张林锋, 王顺利, 史迎宾, 等. 恶性骨肿瘤误诊原因分析及防范策略. 临床误诊误治, 2016(2): 56-58.
2.	牛晓辉, 刘巍峰. 骨肿瘤诊疗原则与方法的若干问题. 骨科, 2019, 10(4): 257-260.
3.	Frenk J, Chen L, Bhutta ZA, et al. Health professionals for a new century: transforming education to strengthen health systems in an interdependent world. Lancet, 2010, 376(9756): 1923-1958.
4.	Hmelo-Silver C. Problem-based learning: what and how do students learn?. Educ Psychol Rev, 2004, 16(3): 235-266.
5.	Davis P, Kvern B, Donen N, et al. Evaluation of a problem-based learning workshop using pre- and post-test objective structured clinical examinations and standardized patients. J Contin Educ Health Prof, 2000, 20(3): 164-170.
6.	宋焕瑾, 贾晓俤, 吴玮, 等. PBL 教学方法在骨科八年制实习生教学中的应用. 当代临床医刊, 2015, 28(3): 1428-1429.
7.	Burgess A, Roberts C, Ayton T, et al. Implementation of modified team-based learning within a problem based learning medical curriculum: a focus group study. BMC Med Educ, 2018, 18(1): 74.
8.	Chen M, Ni C, Hu Y, et al. Meta-analysis on the effectiveness of team-based learning on medical education in China. BMC Med Educ, 2018, 18(1): 77.
9.	Okubo Y, Ishiguro N, Suganuma T, et al. Team-based learning,a learning strategy for clinical reasoning, in students with problem-based learning tutorial experiences. Tohoku J Exp Med, 2012, 227(1): 23-29.
10.	曾琴. “TBL+PBL+对比法”教学模式在专科中医学专业病理学教学实践中的研究. 科技视界, 2019(34): 53-54.
11.	邱俊骏, 王强, 赵磊, 等. TBL 教学模式与 TBL 联合 PBL 教学模式在骨科教学中的对比研究. 现代生物医学进展, 2019, 19(5): 956-959.
12.	李毅, 张雪霞, 翁泽滨, 等. MDT 模式下 PBL 教学法在乳腺外科临床教学实践的应用和探讨. 课程教育研究, 2019(34): 255-256.
13.	Gurpinar E, Kulac E, Tetik C, et al. Do learning approaches of medical students affect their satisfaction with problem-based learning?. Adv Physiol Educ, 2013, 37(1): 85-88.
14.	宫晨, 王建华, 郭风劲, 等. 案例教学法联合多学科协作的教学模式在骨肿瘤临床教学中的应用. 骨科, 2018, 9(4): 320-323.
15.	Echeto LF, Sposetti V, Childs G, et al. Evaluation of team-based learning and traditional instruction in teaching removable partial denture concepts. J Dent Educ, 2015, 79(9): 1040-1048.
16.	Özbıçakçı Ş, Bilik Ö, İntepeler ŞS. Assessment of goals in problem-based learning. Nurse Educ Today, 2012, 32(8): e79-e82.

1. 张林锋, 王顺利, 史迎宾, 等. 恶性骨肿瘤误诊原因分析及防范策略. 临床误诊误治, 2016(2): 56-58.
2. 牛晓辉, 刘巍峰. 骨肿瘤诊疗原则与方法的若干问题. 骨科, 2019, 10(4): 257-260.
3. Frenk J, Chen L, Bhutta ZA, et al. Health professionals for a new century: transforming education to strengthen health systems in an interdependent world. Lancet, 2010, 376(9756): 1923-1958.
4. Hmelo-Silver C. Problem-based learning: what and how do students learn?. Educ Psychol Rev, 2004, 16(3): 235-266.
5. Davis P, Kvern B, Donen N, et al. Evaluation of a problem-based learning workshop using pre- and post-test objective structured clinical examinations and standardized patients. J Contin Educ Health Prof, 2000, 20(3): 164-170.
6. 宋焕瑾, 贾晓俤, 吴玮, 等. PBL 教学方法在骨科八年制实习生教学中的应用. 当代临床医刊, 2015, 28(3): 1428-1429.
7. Burgess A, Roberts C, Ayton T, et al. Implementation of modified team-based learning within a problem based learning medical curriculum: a focus group study. BMC Med Educ, 2018, 18(1): 74.
8. Chen M, Ni C, Hu Y, et al. Meta-analysis on the effectiveness of team-based learning on medical education in China. BMC Med Educ, 2018, 18(1): 77.
9. Okubo Y, Ishiguro N, Suganuma T, et al. Team-based learning,a learning strategy for clinical reasoning, in students with problem-based learning tutorial experiences. Tohoku J Exp Med, 2012, 227(1): 23-29.
10. 曾琴. “TBL+PBL+对比法”教学模式在专科中医学专业病理学教学实践中的研究. 科技视界, 2019(34): 53-54.
11. 邱俊骏, 王强, 赵磊, 等. TBL 教学模式与 TBL 联合 PBL 教学模式在骨科教学中的对比研究. 现代生物医学进展, 2019, 19(5): 956-959.
12. 李毅, 张雪霞, 翁泽滨, 等. MDT 模式下 PBL 教学法在乳腺外科临床教学实践的应用和探讨. 课程教育研究, 2019(34): 255-256.
13. Gurpinar E, Kulac E, Tetik C, et al. Do learning approaches of medical students affect their satisfaction with problem-based learning?. Adv Physiol Educ, 2013, 37(1): 85-88.
14. 宫晨, 王建华, 郭风劲, 等. 案例教学法联合多学科协作的教学模式在骨肿瘤临床教学中的应用. 骨科, 2018, 9(4): 320-323.
15. Echeto LF, Sposetti V, Childs G, et al. Evaluation of team-based learning and traditional instruction in teaching removable partial denture concepts. J Dent Educ, 2015, 79(9): 1040-1048.
16. Özbıçakçı Ş, Bilik Ö, İntepeler ŞS. Assessment of goals in problem-based learning. Nurse Educ Today, 2012, 32(8): e79-e82.

West China Medical Journal

Application of problem-based learning combined with team-based learning methods in clinical probation teaching of bone tumor

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