Application of PBL in Clinical Skills Experiment Teaching Center_Chinese Journal of Evidence-Based Medicine

Authors：

QI Dianjun ¹ , WANG Shuang ¹ , LIU Bing ² , WEN Hua ³ , HE Yini ¹ , ZHU Liangliang ¹ , WU MeiHong ³ ,  YU Xiaosong ¹

1. Department of Family Medicine, The First Affiliated Hospital of China Medical University, Shenyang 110001, China;2. Department of Anus & Intestine Surgery, The First Affiliated Hospital of China Medical University, Shenyang 110001, China;3. Academic Department, The First Affiliated Hospital of China Medical University, Shenyang 110001, China;

Corresponding author：

YU Xiaosong, Email: xsyu@mail.cmu.edu.cn

Keywords：

Problem-based learning; Clinical skill; Experimental teaching center

DOI：

10.7507/1672-2531.20130051

Video：

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Objective 　To evaluate the effect and significance of PBL in clinical skills experiment teaching center (CSETC).
Methods 　A total of 60 undergraduates in major of clinical medicine were divided into two groups according to their student ID. The control group (n=30) was set in an ordinary small classroom, while the experimental group (n=30) was in CSETC for fully using the teaching resources there. Both groups were taught with PBL method by same teachers, and the integrated final examination and questionnaire were adopted to evaluate the teaching effect. SPSS was used for statistical analysis.
Results 　All 8 participated teachers believed that carrying out PBL in CSETC could promote teachers’ professional development, alleviate the shortage of teachers and classroom, increase the utilization ratio of CSETC, and improve the teaching quality. The results of survey on students showed that, compared with the control group, information management ability and clinical skills of students were improved obviously (P lt;0.01). Although there was no difference in total score of final exam, the experimental group was markedly higher than the control group in the score of clinical skill subject (P lt;0.01).
Conclusion 　Carrying out PBL in CSETC can improve teaching quality, and clinical skills and information management ability of students. It is helpful to alleviate the shortage of teachers and classroom, and promote the teaching standards of CSETC.

Citation： QI Dianjun,WANG Shuang,LIU Bing,WEN Hua,HE Yini,ZHU Liangliang,WU MeiHong,YU Xiaosong. Application of PBL in Clinical Skills Experiment Teaching Center. Chinese Journal of Evidence-Based Medicine, 2013, 13(3): 296-299. doi: 10.7507/1672-2531.20130051 Copy

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8.	刘杨, 樊鑫. 浅谈中国医学教育中的PBL教学模式. 辽宁医学院学报（社会科学版）, 2007, 5(1): 33-35.
9.	鲍美华, 李艳辉, 冷一平, 等. 大班化PBL教学模式在药理学教学中的应用探索. 长沙医学院学报, 2011, 6(15): 40-42.
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12.	Gunn H, Hunter H, Haas B. Problem Based Learning in physiotherapy education: a practice perspective. Physiotherapy, 2012, 98(4): 330-335.
13.	张志军, 金国华, 吕广明, 等. PBL与LBL相结合的教学法在心血管系统解剖教学中的运用. 中国循证医学杂志, 2011, 11(9): 1094-1097.
14.	曾静, 左川, 王一平, 等. PBL在临床操作技能教学中的应用价值探讨. 中国循证医学杂志, 2011, 11(6): 647-650.
15.	齐殿君, 王爽, 何旖旎, 等. 全科医学以问题为基础的学习法对学生批判性思维能力的培养研究. 中国全科医学杂志, 2012, 15(3A): 784-786.
16.	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.
17.	左川, 曾静, 卿平, 等. PBL融入诊断学实践教学初探. 中国循证医学杂志, 2011, 11(9): 1098-1102.
18.	王宗谦, 闵睿, 李艳浓. 大班PBL教学方法及效果评估的探讨. 中国高等医学教育, 2007, 5(1): 97-110.
19.	唐群, 张熙, 雷久士. 互联网在病理学教学中的应用. 中华医学教育杂志, 2011, 31(2): 252-253.
20.	闫振文, 朱凤英, 彭英, 等. 多媒体结合PBL 教学模式在神经科实习教学中的应用. 中国高等医学教育, 2010, 1: 58-59.

1. Neville AJ. Problem-based learning and medical education forty years on. A review of its effects on knowledge and clinical performance. Med Princ Pract, 2009, 18(1): 1-9.
2. Hartling L, Spooner C, Tjosvold L, et al. Problem-based learning in pre-clinical medical education: 22 years of outcome research. Med Teach, 2010, 32(1): 28-35.
3. Koh GC, Khoo HE, Wong ML, et al. The effects of problem-based learning during medical school on physician competency: a systematic review. CMAJ, 2008, 178(1): 34-41.
4. Tayyeb R. Effectiveness of problem based learning as an instructional tool for acquisition of content knowledge and promotion of critical thinking among medical students. J Coll Physicians Surg Pak, 2013, 23(1): 42-46.
5. Derrick W, Shiflet G, Weaver E. Medical problem-based learning in an undergraduate pre-medical course: a six-year study. J S C Med Assoc, 2011, 107(6): 218-221.
6. Matsuka Y, Nakajima R, Miki H, et al. A problem-based learning tutorial for dental students regarding elderly residents in a nursing home in Japan. J Dent Educ, 2012, 76(12): 1580-1588.
7. 齐殿君, 王爽, 何旖旎, 等. PBL教学模式在本科生全科医学教学中的应用. 中华全科医学杂志, 2012, 10(2): 312-313.
8. 刘杨, 樊鑫. 浅谈中国医学教育中的PBL教学模式. 辽宁医学院学报（社会科学版）, 2007, 5(1): 33-35.
9. 鲍美华, 李艳辉, 冷一平, 等. 大班化PBL教学模式在药理学教学中的应用探索. 长沙医学院学报, 2011, 6(15): 40-42.
10. 杨秉辉. 全科医学概论. 北京：人民卫生出版社, 2001.
11. Dolder CR, Olin JL, Alston GL. Prospective measurement of a problem-based learning course sequence. Am J Pharm Educ, 2012, 76(9): 179.
12. Gunn H, Hunter H, Haas B. Problem Based Learning in physiotherapy education: a practice perspective. Physiotherapy, 2012, 98(4): 330-335.
13. 张志军, 金国华, 吕广明, 等. PBL与LBL相结合的教学法在心血管系统解剖教学中的运用. 中国循证医学杂志, 2011, 11(9): 1094-1097.
14. 曾静, 左川, 王一平, 等. PBL在临床操作技能教学中的应用价值探讨. 中国循证医学杂志, 2011, 11(6): 647-650.
15. 齐殿君, 王爽, 何旖旎, 等. 全科医学以问题为基础的学习法对学生批判性思维能力的培养研究. 中国全科医学杂志, 2012, 15(3A): 784-786.
16. 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.
17. 左川, 曾静, 卿平, 等. PBL融入诊断学实践教学初探. 中国循证医学杂志, 2011, 11(9): 1098-1102.
18. 王宗谦, 闵睿, 李艳浓. 大班PBL教学方法及效果评估的探讨. 中国高等医学教育, 2007, 5(1): 97-110.
19. 唐群, 张熙, 雷久士. 互联网在病理学教学中的应用. 中华医学教育杂志, 2011, 31(2): 252-253.
20. 闫振文, 朱凤英, 彭英, 等. 多媒体结合PBL 教学模式在神经科实习教学中的应用. 中国高等医学教育, 2010, 1: 58-59.

Chinese Journal of Evidence-Based Medicine

Application of PBL in Clinical Skills Experiment Teaching Center

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