Application of problem-based learning combined with team-based learning methods in clinical probation teaching of bone tumor_West China Medical Journal

Authors：

LUO Yi ¹ , JIANG Mingyan ² , FANG Jianguo ¹ , WANG Yitian ¹ , DUAN Hong ¹ , MIN Li ¹ , TANG Fan ¹ , ZHOU Yong ¹ , ZHANG Wenli ¹ ,  TU Chongqi ¹

1. Department of Orthopedics, West China Hospital, Sichuan University, Chengdu, Sichuan 610041, P. R. China;
2. West China School of Stomatology, Sichuan University, Chengdu, Sichuan 610041, P. R. China;

Corresponding?author：

TU Chongqi, Email: tuchongqi@163.com

Keywords：

Problem-based learning; Team-based learning; Clinical probation; Teaching mode; Bone tumor

DOI：

10.7507/1002-0179.202001015

Video：

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Objectives To 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.Methods The 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.Results There 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).Conclusions PBL 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.

Citation： LUO Yi, JIANG Mingyan, FANG Jianguo, WANG Yitian, DUAN Hong, MIN Li, TANG Fan, ZHOU Yong, ZHANG Wenli, TU Chongqi. Application of problem-based learning combined with team-based learning methods in clinical probation teaching of bone tumor. West China Medical Journal, 2020, 35(10): 1235-1238. doi: 10.7507/1002-0179.202001015 Copy

1.	張林鋒, 王順利, 史迎賓, 等. 惡性骨腫瘤誤診原因分析及防范策略. 臨床誤診誤治, 2016(2): 56-58.
2.	牛曉輝, 劉巍峰. 骨腫瘤診療原則與方法的若干問題. 骨科, 2019, 10(4): 257-260.
3.	Frenk J, Chen L, Bhutta ZA, et al. Health professionals for a new century: transforming education to strengthen health systems in an interdependent world. Lancet, 2010, 376(9756): 1923-1958.
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5.	Davis P, Kvern B, Donen N, et al. Evaluation of a problem-based learning workshop using pre- and post-test objective structured clinical examinations and standardized patients. J Contin Educ Health Prof, 2000, 20(3): 164-170.
6.	宋煥瑾, 賈曉俤, 吳瑋, 等. PBL 教學方法在骨科八年制實習生教學中的應用. 當代臨床醫刊, 2015, 28(3): 1428-1429.
7.	Burgess A, Roberts C, Ayton T, et al. Implementation of modified team-based learning within a problem based learning medical curriculum: a focus group study. BMC Med Educ, 2018, 18(1): 74.
8.	Chen M, Ni C, Hu Y, et al. Meta-analysis on the effectiveness of team-based learning on medical education in China. BMC Med Educ, 2018, 18(1): 77.
9.	Okubo Y, Ishiguro N, Suganuma T, et al. Team-based learning,a learning strategy for clinical reasoning, in students with problem-based learning tutorial experiences. Tohoku J Exp Med, 2012, 227(1): 23-29.
10.	曾琴. “TBL+PBL+對比法”教學模式在專科中醫學專業病理學教學實踐中的研究. 科技視界, 2019(34): 53-54.
11.	邱俊駿, 王強, 趙磊, 等. TBL 教學模式與 TBL 聯合 PBL 教學模式在骨科教學中的對比研究. 現代生物醫學進展, 2019, 19(5): 956-959.
12.	李毅, 張雪霞, 翁澤濱, 等. MDT 模式下 PBL 教學法在乳腺外科臨床教學實踐的應用和探討. 課程教育研究, 2019(34): 255-256.
13.	Gurpinar E, Kulac E, Tetik C, et al. Do learning approaches of medical students affect their satisfaction with problem-based learning?. Adv Physiol Educ, 2013, 37(1): 85-88.
14.	宮晨, 王建華, 郭風勁, 等. 案例教學法聯合多學科協作的教學模式在骨腫瘤臨床教學中的應用. 骨科, 2018, 9(4): 320-323.
15.	Echeto LF, Sposetti V, Childs G, et al. Evaluation of team-based learning and traditional instruction in teaching removable partial denture concepts. J Dent Educ, 2015, 79(9): 1040-1048.
16.	?zb??ak?? ?, Bilik ?, ?ntepeler ?S. Assessment of goals in problem-based learning. Nurse Educ Today, 2012, 32(8): e79-e82.

1. 張林鋒, 王順利, 史迎賓, 等. 惡性骨腫瘤誤診原因分析及防范策略. 臨床誤診誤治, 2016(2): 56-58.
2. 牛曉輝, 劉巍峰. 骨腫瘤診療原則與方法的若干問題. 骨科, 2019, 10(4): 257-260.
3. Frenk J, Chen L, Bhutta ZA, et al. Health professionals for a new century: transforming education to strengthen health systems in an interdependent world. Lancet, 2010, 376(9756): 1923-1958.
4. Hmelo-Silver C. Problem-based learning: what and how do students learn?. Educ Psychol Rev, 2004, 16(3): 235-266.
5. Davis P, Kvern B, Donen N, et al. Evaluation of a problem-based learning workshop using pre- and post-test objective structured clinical examinations and standardized patients. J Contin Educ Health Prof, 2000, 20(3): 164-170.
6. 宋煥瑾, 賈曉俤, 吳瑋, 等. PBL 教學方法在骨科八年制實習生教學中的應用. 當代臨床醫刊, 2015, 28(3): 1428-1429.
7. Burgess A, Roberts C, Ayton T, et al. Implementation of modified team-based learning within a problem based learning medical curriculum: a focus group study. BMC Med Educ, 2018, 18(1): 74.
8. Chen M, Ni C, Hu Y, et al. Meta-analysis on the effectiveness of team-based learning on medical education in China. BMC Med Educ, 2018, 18(1): 77.
9. Okubo Y, Ishiguro N, Suganuma T, et al. Team-based learning,a learning strategy for clinical reasoning, in students with problem-based learning tutorial experiences. Tohoku J Exp Med, 2012, 227(1): 23-29.
10. 曾琴. “TBL+PBL+對比法”教學模式在專科中醫學專業病理學教學實踐中的研究. 科技視界, 2019(34): 53-54.
11. 邱俊駿, 王強, 趙磊, 等. TBL 教學模式與 TBL 聯合 PBL 教學模式在骨科教學中的對比研究. 現代生物醫學進展, 2019, 19(5): 956-959.
12. 李毅, 張雪霞, 翁澤濱, 等. MDT 模式下 PBL 教學法在乳腺外科臨床教學實踐的應用和探討. 課程教育研究, 2019(34): 255-256.
13. Gurpinar E, Kulac E, Tetik C, et al. Do learning approaches of medical students affect their satisfaction with problem-based learning?. Adv Physiol Educ, 2013, 37(1): 85-88.
14. 宮晨, 王建華, 郭風勁, 等. 案例教學法聯合多學科協作的教學模式在骨腫瘤臨床教學中的應用. 骨科, 2018, 9(4): 320-323.
15. Echeto LF, Sposetti V, Childs G, et al. Evaluation of team-based learning and traditional instruction in teaching removable partial denture concepts. J Dent Educ, 2015, 79(9): 1040-1048.
16. ?zb??ak?? ?, Bilik ?, ?ntepeler ?S. Assessment of goals in problem-based learning. Nurse Educ Today, 2012, 32(8): e79-e82.

West China Medical Journal

Application of problem-based learning combined with team-based learning methods in clinical probation teaching of bone tumor

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