Effect of PBL teaching method on clinical practice of medical anesthetic students

Objective To evaluate the teaching effect of applying problem-based learning (PBL) method to anesthesia specialty medical students in clinical practice. Methods A total of 24 anesthesia students were divided into two groups, namely the PBL teaching mode group and traditional LBL teaching model group, with 12 students in each group. After one month of relatively concentrated teaching every Thursday afternoon eight weeks in a row, according to the requirements of practice outline of teaching the same teaching content, the main contents include clinical skills teaching and case discussion and case analysis, and we evaluate students by teaching content and student satisfaction of teaching method. Results The examination paper evaluation result and the questionnaire results showed that PBL teaching group for examination and assessment of students' comprehensive proficiency (90 points) or higher 91.7%, 50.0% respectively, the students' satisfaction survey in two kinds of teaching, accounted for 83.3% and 41.7% respectively, with significant difference (P<0.05). In particular, students learn other knowledge related to the teaching content in the study, and feel that the students' clinical anesthesia philosophy is broadened, the thinking is clear, the speech is positive, and even some problems are more advanced. Teaching teachers also achieve certain knowledge updates. Conclusion PBL teaching method is a kind of teaching method which is based on the problem, and under the guidance of the teacher, students' independent analysis, independent discussion and autonomous learning. These measures have a good effect on the clinical practice ability of further training students of anesthesiology and improve the teaching quality of clinical practice, and achieve the goal of teaching.