Influence of PBL combined with interclass probation teaching on paediatric teaching effect

WANG Lei; XU Jia-xin; CHEN Xin; ZHU Hong-wei; ZHOU Rui; DING Zhou-zhi

doi:10.16766/j.cnki.issn.1674-4152.002159

Volume 19 Issue 10

Oct. 2021

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Article Navigation > Chinese Journal of General Practice > 2021 > 19(10): 1752-1754

WANG Lei, XU Jia-xin, CHEN Xin, ZHU Hong-wei, ZHOU Rui, DING Zhou-zhi. Influence of PBL combined with interclass probation teaching on paediatric teaching effect[J]. Chinese Journal of General Practice, 2021, 19(10): 1752-1754. doi: 10.16766/j.cnki.issn.1674-4152.002159

Citation:

WANG Lei, XU Jia-xin, CHEN Xin, ZHU Hong-wei, ZHOU Rui, DING Zhou-zhi. Influence of PBL combined with interclass probation teaching on paediatric teaching effect[J]. Chinese Journal of General Practice, 2021, 19(10): 1752-1754. doi: 10.16766/j.cnki.issn.1674-4152.002159

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Influence of PBL combined with interclass probation teaching on paediatric teaching effect

doi: 10.16766/j.cnki.issn.1674-4152.002159

WANG Lei^{1, 2
,
,}
, XU Jia-xin^{1, 2}
, CHEN Xin^{1, 2}
, ZHU Hong-wei^{1, 2}
, ZHOU Rui^{1, 2}
, DING Zhou-zhi^{1, 2}

1.
Department of Pediatrics, the First Affiliated Hospital of Bengbu Medical College, Bengbu, Anhui 233004, China

Funds:

KJ2019A0342

Received Date: 2020-09-19
Available Online: 2022-02-15

Abstract

Abstract

Objective To analyse the influence of problem-based learning (PBL) combined with interclass probation teaching on scientific theory test scores, students' learning ability and students' satisfaction with teaching effect. Methods A total of 80 undergraduates majoring in clinical medicine in Bengbu Medical College in 2015 were selected as the study subjects. The subjects were divided into observation group and control group by random number table method, with 40 students in each group. The control group adopted the traditional pure theory teaching mode, whilst the observation group adopted the PBL teaching mode combined with interclass probation. After the end of teaching, the theoretical test scores of both groups were compared. In addition, the differences of learning ability in five aspects, including self-study ability, literature review ability, problem analysis ability, communication ability and summary ability, and the satisfaction degree of both groups to the teaching effect were compared. Results The theoretical test scores of students in the observation group were (87.41±5.59) points, and those in the control group were (73.32±7.98) points. The difference was statistically significant (t=9.146, P < 0.001). The t-values of both groups for self-learning ability, literature review ability, problem analysis ability, communication ability and summary ability were 16.102, 12.215, 15.813, 11.934 and 12.624, respectively. The differences were statistically significant (all P < 0.001). The satisfaction degree of teaching effect in the observation group was also higher than that in the control group, and the difference was statistically significant (Z=6.391, P < 0.001). Conclusion PBL combined with interclass probation teaching can improve students' learning initiative, improve teaching effect and enhance clinical thinking ability. It is a high-quality teaching mode in line with the law of education and the training of qualified medical personnel.
- Problem-based learning,
- Interclass probation,
- Paediatrics,
- Teaching effect

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References(17)

References

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