Exploration Study on the Effectiveness of Problem-Based Learning in Clinical Skill Training_Chinese Journal of Evidence-Based Medicine

Authors：

 ZENG Jing ¹ , ZUO Chuan ¹ , WANG Yiping ¹ , XIA Tian ² , ZHAO Rong ²

1. Department of Internal Medicine, West China Hospital, Sichuan University, Chengdu 610041, China;2. Clinical Training Center, West China Hospital, Sichuan University. Chengdu 610041, China;

Corresponding author：

ZENG Jing, Email: jing_zeng@scu.edu.cn

Keywords：

Problem-based learning; Clinical skill; Training effectiveness

DOI：

10.7507/1672-2531.20110114

Video：

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Objective 　To explore the short term and long term effectiveness of the problem-based learning (PBL) in clinical skill training.
Methods 　A total of 162 clinical medicine undergraduates in Grade 2003 (7-years study) and 2004 (5-year study) who were supposed to intern in the internal medicine departments were randomly divided into the PBL group (n=75) and the control group with traditional training (n=87) for having their clinical skills training. Then t test was applied to compare the two groups about the scores of intern rotation examination and graduate OSCE as well.
Results 　About the baseline: the students in the two groups got similar scores in their internal medicine exam before clinical intern rotation (84.04±7.40 vs. 82.63±8.77, P=0.287). About the short term effectiveness: compared to the control group, the students in the PBL group got higher subjective evaluation from their supervised clinicians (P=0.006). In writing examination, the students of those two group got similar scores in knowledge part (54.17±9.26 vs. 51.67±9.56, P=0.92), while the PBL group won in case reasoning question (20.39±5.27 vs. 16.51±4.90, P lt;0.001). About the long term effectiveness: in the graduate OSCE, the two groups got similar scores in skills operation such as punctures and lab results analyses (P=0.567 and P=0.741), while the students in the PBL group had better performance at the case reasoning and standard patients treating (75.59±9.85 vs. 71.11±12.01, P=0.027).
Conclusion 　With the great short term and long term effectiveness, the PBL applied in the clinical skill training improves the students’ ability of both synthesized analyses and the integrated clinical skills such as clinical thinking and interpersonal communication, but doesn’t aim at the basic knowledge and operation skills.

Citation： ZENG Jing,ZUO Chuan,WANG Yiping,XIA Tian,ZHAO Rong. Exploration Study on the Effectiveness of Problem-Based Learning in Clinical Skill Training. Chinese Journal of Evidence-Based Medicine, 2011, 11(6): 647-650. doi: 10.7507/1672-2531.20110114 Copy

1.	1 Wood DF. ABC of learning and teaching in medicine: Problem based learning. BMJ , 2003, 326(7384): 328-330.
2.	2 Kilroy DA. Problem based learning. Emerg Med J , 2004, 21(4): 411-413.
3.	7 Albanese MA, Mitchell S. Problem-based learning: A review of literature on its outcomes and implementation issues. Academic Medicine , 1993, 68(1): 52-81.
4.	9 Svinicki MD. Moving Beyond “It worked”: The Ongoing Evolution of Research on Problem-Based Learning in Medical Education. Educ Psychol Rev , 2007, (19): 49-61.
5.	10 Mamede S, Schmidt HG, Norman GR. Innovations in problem-based learning: what can we learn from recent studies? Adv Health Sci Educ Theory Pract , 2006, 11(4): 403-422.
6.	11 Smits PB, de Buisonjé CD, Verbeek JH, et al. Problem-based learning versus lecture-based learning in postgraduate medical education. Scand J Work Environ Health , 2003, 29(4): 280-287.
7.	12 White M, Michaud G, Pachev G, et al . Randomized trial of problem-based versus didactic seminars for disseminating evidence-based guidelines on asthma management to primary care physicians. J Contin Educ Health Prof , 2004, 24(4): 237-243.
8.	14 Major CH, Palmer B. Assessing the effectiveness of problem-based learning in higher education: lessons from the literature. Academic Exchange Quarterly , 2001, 5: 4-9.
9.	15 Vernon DT, Blake RL. Does problem-based learning work? A meta-analysis of evaluative research. Acad Med , 1993, 68(7): 550-563.
10.	16 Beachey WD. A comparison of problem-based learning and traditional curricula in baccalaureate respiratory therapy education. Respir Care , 2007, 52(11): 1497-1506.
11.	蔡景一, 顾江, 李学军, 等. 基础医学课程教学中运用PBL方法的效果分析. 医学教育, 2005, (06): 53-56.
12.	田金徽, 刘爱萍, 申希平, 等. PBL教学法在循证医学教学中的应用效果评价. 中国循证医学杂志, 2011, 11(1): 39-43.
13.	卿平, 姚巡, 程南生, 等. 在八年制医学教育中独立开设PBL课程的探索与实践. 中国循证医学杂志, 2007, 7(5): 397-401.
14.	马彬, 张宇龙, 吴佳, 等. PBL教学对提高医学生毕业后临床实践技能效果的系统评价. 中国循证医学杂志, 2010, 10(8): 905-909.
15.	程金伟, 魏锐利, 蔡季平, 等. 继续医学教育PBL模式的系统评价. 西北医学教育, 2008, 16(2): 327-328.
16.	张秋实. 应用OSCE初步评价中国医科大学PBL实施效果. 中国医科大学, 中国硕士研究生论文库. CNKI:CDMD:2.2008.082871.

1. 1 Wood DF. ABC of learning and teaching in medicine: Problem based learning. BMJ , 2003, 326(7384): 328-330.
2. 2 Kilroy DA. Problem based learning. Emerg Med J , 2004, 21(4): 411-413.
3. 7 Albanese MA, Mitchell S. Problem-based learning: A review of literature on its outcomes and implementation issues. Academic Medicine , 1993, 68(1): 52-81.
4. 9 Svinicki MD. Moving Beyond “It worked”: The Ongoing Evolution of Research on Problem-Based Learning in Medical Education. Educ Psychol Rev , 2007, (19): 49-61.
5. 10 Mamede S, Schmidt HG, Norman GR. Innovations in problem-based learning: what can we learn from recent studies? Adv Health Sci Educ Theory Pract , 2006, 11(4): 403-422.
6. 11 Smits PB, de Buisonjé CD, Verbeek JH, et al. Problem-based learning versus lecture-based learning in postgraduate medical education. Scand J Work Environ Health , 2003, 29(4): 280-287.
7. 12 White M, Michaud G, Pachev G, et al . Randomized trial of problem-based versus didactic seminars for disseminating evidence-based guidelines on asthma management to primary care physicians. J Contin Educ Health Prof , 2004, 24(4): 237-243.
8. 14 Major CH, Palmer B. Assessing the effectiveness of problem-based learning in higher education: lessons from the literature. Academic Exchange Quarterly , 2001, 5: 4-9.
9. 15 Vernon DT, Blake RL. Does problem-based learning work? A meta-analysis of evaluative research. Acad Med , 1993, 68(7): 550-563.
10. 16 Beachey WD. A comparison of problem-based learning and traditional curricula in baccalaureate respiratory therapy education. Respir Care , 2007, 52(11): 1497-1506.
11. 蔡景一, 顾江, 李学军, 等. 基础医学课程教学中运用PBL方法的效果分析. 医学教育, 2005, (06): 53-56.
12. 田金徽, 刘爱萍, 申希平, 等. PBL教学法在循证医学教学中的应用效果评价. 中国循证医学杂志, 2011, 11(1): 39-43.
13. 卿平, 姚巡, 程南生, 等. 在八年制医学教育中独立开设PBL课程的探索与实践. 中国循证医学杂志, 2007, 7(5): 397-401.
14. 马彬, 张宇龙, 吴佳, 等. PBL教学对提高医学生毕业后临床实践技能效果的系统评价. 中国循证医学杂志, 2010, 10(8): 905-909.
15. 程金伟, 魏锐利, 蔡季平, 等. 继续医学教育PBL模式的系统评价. 西北医学教育, 2008, 16(2): 327-328.
16. 张秋实. 应用OSCE初步评价中国医科大学PBL实施效果. 中国医科大学, 中国硕士研究生论文库. CNKI:CDMD:2.2008.082871.

Chinese Journal of Evidence-Based Medicine

Exploration Study on the Effectiveness of Problem-Based Learning in Clinical Skill Training

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