Application of Problem-based Learning Teaching Method in General Medical College Students_West China Medical Journal

Authors：

 GAOYu

The Second Clinical Medical College of Inner Mongolia University for the Nationalities/Department of Geriatrics, General Hospital of Inner Mongolia Forestry, Yakeshi, Inner Mongolia 022150, P. R. China;

Corresponding author：

Keywords：

Problem-based learning; Internship; Medical education

DOI：

10.7507/1002-0179.20140537

Video：

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Objective To explore the effectiveness of problem-based learning (PBL) during the internship process for undergraduates in general medical colleges and universities. Methods From September 2011 to September 2012, PBL mode teaching was carried for the five-year undergraduates, in which students were encouraged to explore, innovate, and put forward questions by themselves, and teachers were responsible for guiding. Based on entrance theoretical examination results and the comprehensive evaluation results, the grade 2008 undergraduate interns who received "3+2" two-phase teaching were divided into experimental group and control group with 50 students in each. Students in the experimental group were given the PBL teaching method, while the control group continued to receive traditional teaching mode. Finally, we adopted questionnaire survey, theory exam, and skill evaluation to compare the two groups of students. Results For the questionnaire survey, students in the experimental group got significantly higher marks in such items as "mutual assessment between teachers and students" and "skill operation knowledge mastery" than the control group (P<0.05), but in items like "medical ethics" and "social cultivation", the differences were not significant (P>0.05). For the theory exam results, the average score for students in the experimental group (84.98±9.78) was not significantly different from that in the control group (81.86±10.04) (P>0.05). For the skill operation, the average score for the experimental group was 8.87±0.89, which was significantly higher than that for the control group (6.80±1.46) (P<0.05). Conclusion PBL mode is worth popularizing for its function of improving students' practical operation ability and thinking ability. However, the improvement of theoretical knowledge learning needs to be further solved.

Citation： GAOYu. Application of Problem-based Learning Teaching Method in General Medical College Students. West China Medical Journal, 2014, 29(9): 1759-1762. doi: 10.7507/1002-0179.20140537 Copy

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1. Barrows HS.Problem-based,self-directed learning[J].JAMA,1983,250(22):3077-3080.
2. 王沁萍,陈向伟,李军纪.我国高等医学教育中PBL教学模式应用的研究现状[J].基础医学教育,2011,13(12):1071-1074.
3. Millan LP,Semer B,Rodrigues JM,et al.Traditional learning and problem-based learning:self-perception of preparedness for internship[J].Rev Assoc Med Bras,2012,58(5):594-599.
4. 彭美慈,汪国成,陈基乐,等.批判性思维能力测量表的信效度测试研究[J].中华护理杂志,2004,39(9):644-647.
5. Langosch C,Onnasch JF,Steger T,et al."Thegeneral practice class":an eligible compulsory course in undergraduate medical education:didactical structure,teaching targets and implementation[J].GMS Z Med Ausbild,2012,29(5):Doc67.
6. 殷晓丽,郭立,门寒隽,等.我国医学教育研究的现状及反思——基于5本主要医学教育学术刊物2007年刊载论文的分析[J].复旦教育论坛,2011,9(1):87-91.
7. Neville AJ.Problem-based learning and medical education forty years on.A review of its effects on knowledge and clinical performance[J].Med Princ Pract,2009,18(1):1-9.
8. 欧春泉.香港大学医学院PBL教学实践和体会[J].山西医科大学学报·基础医学教育版,2009,11(6):697-699.
9. 陈新山.香港大学医学教育考察见闻与思考[J].教育教学论坛,2012,38(S2):140-141.
10. 王鹏,王振国,刘更生,等.当代中医学术流派研究与传承发展[J].中医杂志,2013,54(10):814-816.
11. Bate E,Taylor DC.Twelve tips on how to survive PBL as a medical student[J].Med Teach,2013,35(2):95-100.
12. Prunuske AJ,Batzli J,Howell E,et al.Using online lectures to make time for active learning[J].Genetics,2012,192(1):67-72.
13. 徐志立,杨静娴.基于问题学习与病案讨论式学习在临床药物治疗学教学中的应用探索[J].华西医学,2011,26(1):114-116.

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Application of Problem-based Learning Teaching Method in General Medical College Students

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