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

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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,陳向偉,李軍紀.我國高等醫學教育中PBL教學模式應用的研究現狀[J].基礎醫學教育,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,汪國成,陳基樂,等.批判性思維能力測量表的信效度測試研究[J].中華護理雜志,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. 殷曉麗,郭立,門寒雋,等.我國醫學教育研究的現狀及反思——基于5本主要醫學教育學術刊物2007年刊載論文的分析[J].復旦教育論壇,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. 歐春泉.香港大學醫學院PBL教學實踐和體會[J].山西醫科大學學報·基礎醫學教育版,2009,11(6):697-699.
9. 陳新山.香港大學醫學教育考察見聞與思考[J].教育教學論壇,2012,38(S2):140-141.
10. 王鵬,王振國,劉更生,等.當代中醫學術流派研究與傳承發展[J].中醫雜志,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,楊靜嫻.基于問題學習與病案討論式學習在臨床藥物治療學教學中的應用探索[J].華西醫學,2011,26(1):114-116.

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