Objective To explore the effects of lecture-based learning (LBL), problem-based learning (PBL) or combination of both on the cardiovascular system anatomy teaching. Methods Nine classes majoring in clinical medicine of Grade 2009 were randomly divided into the LBL class, the PBL class and the PBL combined with LBL class. The examination scores and questionnaire were used to evaluate the teaching effect. Results The students of LBL class did well in the objective questions test, but badly in case analysis. On the contrary, the students of PBL class did well in case analysis, but were weak in objective questions test. However, the students of PBL combined with LBL class could get good grades in both of them. Questionnaire showed that the PBL teaching method, PBL and LBL combined method could improve their communicative ability, learning motivation, comprehensive analysis ability, language skills and so on. Conclusion Combination of PBL and LBL not only enhances students’ memories about the anatomic knowledge, but also helps students practice efficiently what they learned to analyze clinical cases. Furthermore, the method of PBL combined with LBL improves, to a certain extent, students’ comprehensive quality.
Objective
To systematically review the teaching effects of problem-based learning (PBL) combined with lecture-based learning (LBL) versus lecture-based learning (LBL) teaching models on students in surgical clinical education in China.
Methods
Such databases as The Cochrane Library, PubMed, CNKI, WanFang Data and VIP were electronically searched for randomized controlled trials (RCTs) on PBL+LBL versus LBL applied in surgery education in China from inception to February 2017. Two reviewers independently screened literature, extracted data and assessed the risk of bias of included studies. Then, meta-analysis was performed using RevMan 5.2 software.
Results
Fourteen RCTs including 1 386 students were included. The results of meta-analysis showed, compared with LBL, PBL+LBL were superior in basic knowledge of surgery (MD=3.33, 95%CI 2.07 to 4.60, P<0.000 01), case analysis (MD=5.90, 95%CI 2.61 to 9.19,P=0.000 4), clinical skills (MD=3.38, 95%CI 0.57 to 6.19, P=0.02), comprehensive performance (MD=7.15, 95%CI 3.87 to 10.43, P<0.000 1) and teaching satisfaction (OR=3.05, 95%CI 1.90 to 4.9,P<0.000 01) with significant difference. There was no differences in inquiry/physical examination/medical record between the two groups (MD=0.82, 95%CI 0 to 1.64,P=0.05).
Conclusions
PBL+LBL teaching method is superior to LBL in surgical clinical education in China. Large-scale and high quality randomized controlled trials are needed to confirm the above conclusions.
To cultivated competent clinicians with the potential to be future pillars and leaders is the educational objective of an 8-year medical program at the West China School of Medicine, Sichuan University. Problem-based learning (PBL) is more effective than traditional, passive, didactic teaching in training of communication skills, information management and critical thinking and research. These are included in the Global Minimum Essential Requirements in Medical Education (GMER). We introduce our practice of PBL as a separate course for the 8-year medical program, including its design, preparation, implementation and evaluation. We discuss why it is designed as a separate course and implemented in multiple semesters with fewer cases in each semester. The move from giving a fish to people to teaching people how to fish, and from teacher-centered to student-centered teaching is a radical transformation of educational concepts and the traditional teaching-and-learning model. Such a change cannot happen in a single step and we hope that this model PBL course, focusing on training in methods and skills, will facilitate the concept transformation and the involvement of all our teachers and students. This should help our teaching to evolve continuously, develop a system for evaluating PBL and lead to the gradual incorporation of PBL into our discipline-based courses or organ system-based courses.
Objective To explore the teaching effects of problem-based learning (PBL) in diagnostic practice teaching. Methods A total of 32 students enrolled into PBL group adopted the PBL teaching method based on certain cases in some sections while the other 210 students into the control group adopted the traditional teaching method. Their scores in the theory, the practice skill examination and the evaluation of the analytical ability of the medical records were compared. A questionnaire survey was measured in PBL group after class. Results There was no significant difference in scores of theory and practice skill examination in the two groups. The questionnaire survey revealed that the PBL method could improve the learning interest, independent study, b communication, analytical skills, and team spirit. However, there were defects in systematization of imparting knowledge. Conclusion The PBL method has an obvious advantage in diagnostic practice teaching.
Objective To systematically review the effects of problem-based learning (PBL) versus lecture-based learning (LBL) teaching models on students in surgery education in China. Methods Such databases as CNKI, WanFang Data and PubMed were electronically searched for literature on PBL versus LBL applied in surgery education in China up to June 30th, 2013. According to the inclusion and exclusion criteria, we screened literature, extracted data, and assessed the methodological quality of included studies. Then meta-analysis was performed using RevMan 5.2 software. Results Sixteen studies were included totally, all of which were low in quality. Compared with LBL, PBL was superior in surgery comprehensive scores (WMD=4.98, 95%CI 3.88 to 6.09, Plt;0.000 01), fundamental theoretical knowledge (WMD=3.09, 95%CI 0.81 to 5.38, P=0.008), clinical manipulation skills (WMD=4.70, 95%CI 2.69 to 6.71, Plt;0.000 01), and practical ability (WMD=2.13, 95%CI 1.11 to 3.15, Plt;0.000 1) with significant differences. Conclusion PBL teaching method is superior to LBL in surgery education.
ObjectivesTo systematically review the efficacy of problem-based learning (PBL) model in clinical oncology teaching.MethodsPubMed, EMbase, CNKI, WanFang Data, CBM databases were electronically searched to collect randomized controlled trials (RCTs) of PBL model used in clinical oncology teaching in China from January, 2000 to March, 2019. Two reviewers independently screened the literature, extracted data and assessed the risk of bias of included studies, then, meta-analysis was performed by using RevMan 5.3 and Stata 12.0 software.ResultsA total of 29 RCTs involving 2 238 subjects were included. The results of meta-analysis showed that: PBL model in clinical oncology teaching was superior to traditional lecture-based learning (LBL) model on the total score (MD=6.50, 95%CI 4.44 to 8.55, P<0.000 01), theoretical knowledge score (MD=4.58, 95%CI 3.38 to 5.78, P<0.000 01), case analysis score (MD=4.26, 95%CI 3.38 to 5.78, P<0.000 01), skill operation score (MD=6.10, 95%CI 4.77 to 7.43, P<0.000 01), overall course satisfaction (RR=1.74, 95%CI 1.34 to 2.27, P<0.000 01), increased learning interest (RR=1.52, 95%CI 1.28 to 1.81, P<0.000 1), improved teamwork cooperation (RR=1.67, 95%CI 1.39 to 2.01, P=0.002), and improved self-study ability (RR=1.51, 95%CI 1.20 to 1.90, P<0.000 1), the differences were statistically significant.ConclusionsCurrent evidence shows that the PBL model can improve clinical teaching effect of oncology and learning satisfaction. Due to limited quality and quantity of the included studies accumulated, more high quality studies are required to verify above conclusion.
Objective?To assess the effect of problem-based learning (PBL) to improve clinical practice skills for clinical students after graduation. Methods?Computer retrieval was conducted to search for controlled studies comparing PBL with non-PBL. The quality of the included studies was critically evaluated and data were analyzed. Results?A total of 16 articles were included. The results showed that in integrated capabilities, PBL teaching was superior to traditional teaching methods. Whether in self-evaluation or objective evaluation, in terms of legal and ethical aspects of health care, research and presentation skills and ability to solve problem, PBL teaching was superior to non-PBL-learning methods. But in other aspects, it was yet controversial whether PBL-learning was better than non-PBL-learning. Conclusion?Problem-based learning could improve clinical practice skills for clinical students after graduation. However, most trials included are of low quality, so large-scale randomized controlled trials of higher quality are needed to confirm this.
Objective To explore the short term and long term effectiveness of the problem-based learning (PBL) in clinical skill training. Methods A total of 162 clinical medicine undergraduates in Grade 2003 (7-years study) and 2004 (5-year study) who were supposed to intern in the internal medicine departments were randomly divided into the PBL group (n=75) and the control group with traditional training (n=87) for having their clinical skills training. Then t test was applied to compare the two groups about the scores of intern rotation examination and graduate OSCE as well. Results About the baseline: the students in the two groups got similar scores in their internal medicine exam before clinical intern rotation (84.04±7.40 vs. 82.63±8.77, P=0.287). About the short term effectiveness: compared to the control group, the students in the PBL group got higher subjective evaluation from their supervised clinicians (P=0.006). In writing examination, the students of those two group got similar scores in knowledge part (54.17±9.26 vs. 51.67±9.56, P=0.92), while the PBL group won in case reasoning question (20.39±5.27 vs. 16.51±4.90, Plt;0.001). About the long term effectiveness: in the graduate OSCE, the two groups got similar scores in skills operation such as punctures and lab results analyses (P=0.567 and P=0.741), while the students in the PBL group had better performance at the case reasoning and standard patients treating (75.59±9.85 vs. 71.11±12.01, P=0.027). Conclusion With the great short term and long term effectiveness, the PBL applied in the clinical skill training improves the students’ ability of both synthesized analyses and the integrated clinical skills such as clinical thinking and interpersonal communication, but doesn’t aim at the basic knowledge and operation skills.
Objective To provide a reference for the best evidence-based medicine (EBM) education modelby retrospective analysis and summary the EBM education model of the EBM center of Lanzhou University for medicalpostgraduates. Methods To utilize students’ spare time we changed the traditional teaching method, and instead used problem based learning and academic discussions to teach postgraduates how to design and apply research. Results Sixtytwo postgraduates were trained and completed 73 research papers and registered 33 Cochrane systematic reviews. Twentythree papers were published in foreign journals (SCI) as first authors, 34 papers were published in domestic journals. Five students received awards in the academic conference of Lanzhou University. Conclusion Medical students will benefit from taking part in EBM research. This education model will help them not only understand the methods of clinical research and EBM and improve the quality of their research and their cooperative skills, but also master related clinical knowledge.
Outcome-based education (OBE) emphasizes student learning outcomes as the core, utilizing a backward design approach to construct the curriculum. In teaching practice based on OBE, teachers need to develop a blueprint in advance that is closely aligned with the content of the teaching, aiming to promote deep learning and ensure that students can fully demonstrate their learning outcomes. Electroencephalogram (EEG) is a widely used technology in the field of neuroscience, and the special EEG changes convey a variety of information, which is crucial to the study of diseases. However, due to its specialization and learning difficulty, EEG teaching has been facing many challenges. Under the guidance of OBE concept, traditional knowledge lecture and problem-based learning (PBL) are organically integrated, combined with case analysis and flipped classroom teaching mode, which are applied in EEG teaching practice, in order to obtain more ideal teaching effect.
