A Comparative Study on the Teaching Effectiveness between Patient based Problem-based Learning and Conventional Bedside Teaching_Chinese Journal of Evidence-Based Medicine

Authors：

 ZENGJing ¹ ,  ZUOChuan ¹ , QINGPing ² , WANGYi-ping ¹ , ZOUMing-ying ¹ , JIANGYong-dong ¹ , DENGBei ²

1. Department of Internal Medicine, West China Hospital, Sichuan University, Chengdu 610041, China;
2. Department of Educational Administration, West China Hospital, Sichuan University, Chengdu 610041, China;

Corresponding?author：

ZUOChuan, Email: neijiaoban@163.com

Keywords：

Eight-years Medical Program; Real patient problem-based learning; Conventional bedside teaching

DOI：

10.7507/1672-2531.20160207

Video：

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Objective To evaluate the teaching effect of Patient based Problem-Based Learning (PPBL) vs. conventional bedside teaching (CBT) instudents of eight years medical program. Method Six students of Eight years medical program in two grades from volunteer registration were randomized into PPBL group and the other students were recruited into CBT group. After one year study, the test score in module TBL test, written test in final exam and mutual score were evaluated to compare the teaching effect of two groups. Results The baseline of the two groups were matched when comparing their grades in Diagnoses Course. After trainee period, there were no significant differences between two groups of the test score in module TBL test, written test in final exam and mutual score. Conclusion The PPBL mode is not inferior to conventional bedside teaching. Furthermore, with advantage in developing the competency of communication, cooperation and manage the information, PPBL has its special value and should be popularized.

Citation： ZENGJing, ZUOChuan, QINGPing, WANGYi-ping, ZOUMing-ying, JIANGYong-dong, DENGBei. A Comparative Study on the Teaching Effectiveness between Patient based Problem-based Learning and Conventional Bedside Teaching. Chinese Journal of Evidence-Based Medicine, 2016, 16(12): 1370-1373. doi: 10.7507/1672-2531.20160207 Copy

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2.	Colliver JA. Effectiveness of problem-based learning curricula:research and theory. Acad Med, 2000,75(3):259-266.
3.	Kamin C, Sullivan PO, Deterding R, et al. A comparison of critical thinking in groups of third-year medical students in text, video, and virtual PBL case modalities. Acad Med, 2003, 78(2):204-211.
4.	Diemers AD, vande Wiel MW, Scherpbier AJ, et al. Diagnostic reasoning and underlying knowledge of students with preclinical patient contacts in PBL. Med Educ, 2015, 49(12):1229-1238.
5.	曾靜, 易群, 卿平, 等. 在八年制醫學教育中進行系統整合課程體系改革的初步探索及反饋. 中國現代醫學雜志, 2010, 20(22):3516-3519.
6.	曾靜, 左川, 卿平, 等. 以 TBL 為核心建立系統整合課程考核體系的探索和思考. 中國高等醫學教育, 2013, 26(10):69-70.
7.	Sisk RJ. Team-based learning:systematic research review. J Nurs Educ, 2011, 50(12):665-669.
8.	程念珍, 李映蘭, 王曙紅, 等. PBL教學模式在外科護理學實習教學中的應用. 中國現代醫學雜志, 2011, 21(10):1271-1273.
9.	彭志行, 趙楊, 易洪剛. PBL教學模式在醫學統計學教學中的應用. 中國高等醫學教育, 2010, 23(3):79-81.
10.	Lai CS, Lu PY. A transformation of preclinical paper-based PBL to real patient-based PBL. Kaohsiung J Med Sci, 2009, 25(5):227-228.
11.	Dammers J, Spencer J, Thomas M. Using real patients in problem-based learning:students' comments on the value of using real, as opposed to paper cases, in a problem-based learning module in general practice. Med Educ, 2001, 35(1):27-34.
12.	曾靜, 左川, 卿平, 等. 在八年制醫學生系統整合課程中開展基于真實病人PBL的初步探索及反饋. 中國高等醫學教育, 2012, 25(4):1-2.
13.	Burgess AW, McGregor DM, Mellis CM. Applying established guidelines to team-based learning programs in medical schools:a systematic review. Acad Med, 2014, 89(4):678-688.

1. Norman GR, Schmidt HG. Effectiveness of problem-based learning curricula:theory, practice and paper darts. Med Educ, 2000, 34(9):721-728.
2. Colliver JA. Effectiveness of problem-based learning curricula:research and theory. Acad Med, 2000,75(3):259-266.
3. Kamin C, Sullivan PO, Deterding R, et al. A comparison of critical thinking in groups of third-year medical students in text, video, and virtual PBL case modalities. Acad Med, 2003, 78(2):204-211.
4. Diemers AD, vande Wiel MW, Scherpbier AJ, et al. Diagnostic reasoning and underlying knowledge of students with preclinical patient contacts in PBL. Med Educ, 2015, 49(12):1229-1238.
5. 曾靜, 易群, 卿平, 等. 在八年制醫學教育中進行系統整合課程體系改革的初步探索及反饋. 中國現代醫學雜志, 2010, 20(22):3516-3519.
6. 曾靜, 左川, 卿平, 等. 以 TBL 為核心建立系統整合課程考核體系的探索和思考. 中國高等醫學教育, 2013, 26(10):69-70.
7. Sisk RJ. Team-based learning:systematic research review. J Nurs Educ, 2011, 50(12):665-669.
8. 程念珍, 李映蘭, 王曙紅, 等. PBL教學模式在外科護理學實習教學中的應用. 中國現代醫學雜志, 2011, 21(10):1271-1273.
9. 彭志行, 趙楊, 易洪剛. PBL教學模式在醫學統計學教學中的應用. 中國高等醫學教育, 2010, 23(3):79-81.
10. Lai CS, Lu PY. A transformation of preclinical paper-based PBL to real patient-based PBL. Kaohsiung J Med Sci, 2009, 25(5):227-228.
11. Dammers J, Spencer J, Thomas M. Using real patients in problem-based learning:students' comments on the value of using real, as opposed to paper cases, in a problem-based learning module in general practice. Med Educ, 2001, 35(1):27-34.
12. 曾靜, 左川, 卿平, 等. 在八年制醫學生系統整合課程中開展基于真實病人PBL的初步探索及反饋. 中國高等醫學教育, 2012, 25(4):1-2.
13. Burgess AW, McGregor DM, Mellis CM. Applying established guidelines to team-based learning programs in medical schools:a systematic review. Acad Med, 2014, 89(4):678-688.

Chinese Journal of Evidence-Based Medicine

A Comparative Study on the Teaching Effectiveness between Patient based Problem-based Learning and Conventional Bedside Teaching

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