ObjectiveTo compare the effect of problem-based learning (PBL) and traditional teaching method (lecture-based learning) on clinical practical teaching of orthopedic surgery. MethodsBetween May 2012 and December 2013, 55 orthopedic interns were chosen to be divided into two groups: PBL group (n=29) and traditional lecture group (control group, n=26). Case report and examination on a completion of orthopedic surgery were used to assess the teaching outcomes. ResultsPerformance differences in content of presentation and capability of answers to questions were significant between PBL group and the traditional group in the report test (P<0.05). The test scores of case analysis examination in PBL group were significantly higher than those in the traditional lecture group (P<0.05). There was no significant difference between the two groups in other types of questions (P>0.05). ConclusionThe participants in PBL group have performed significantly better in culturing clinical thinking and comprehensive analysis, competence and in no circumstance did they perform worse than traditional lecture method.
ObjectivesTo 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.MethodsThe 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.ResultsThere 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).ConclusionsPBL 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.
Objective To explore the application effect of virtual reality simulation technology (VRST) combined with problem-based learning (PBL) mode in knee arthroscopy teaching in sports medicine department. Methods A total of 76 trainees in sports medicine at Sichuan Provincial Orthopedic Hospital from June 2021 to June 2022 were retrospectively selected. According to the different teaching modes, they were divided into the research group and the control group with 38 trainees in each group. The traditional teaching mode was implemented in the control group, while VRST and PBL mode were implemented in the research group. The objective assessment results and teaching effect feedback of the two groups were compared. Results There was no statistical difference between the two groups in the average theoretical score of the trainees (91.35±1.05 vs. 90.94±1.12, P>0.05). The scores of the three manipulating parts of the research group (9.03±0.24, 9.12±0.31, and 9.24±0.27, respectively) were higher than those of the control group (8.76±0.36, 8.44±0.57, and 8.35±0.51, respectively), moreover, trainees in the research group had higher scores for study enthusiasm, teaching satisfaction, three-dimensional space sense, and virtual reality conversion degree (9.12±0.16, 9.67±0.11, 9.34±0.22, and 9.56±0.18, respectively) than those of the control group (8.89±0.27, 9.16±0.34, 8.67±0.37, and 8.42±0.23, respectively), and the differences were all statistically significant (P<0.05). Conclusion VRST combined with PBL mode could improve trainees’ ability to operate arthroscopy significantly, and stimulate trainees’ subjective learning ability to improve teaching effect.