Volume 21 Issue 8
Aug.  2023
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Article Navigation >  Chinese Journal of General Practice  > 2023  >  21(8): 1407-1410
LIU Jing, LIU Yang, LI Yumei, SHI Mohan, WANG Mingxi, ZHOU Zhengguang, YANG Yan. Research on the application of PBL combined with CBL in the clinical practice teaching for lung cancer[J]. Chinese Journal of General Practice, 2023, 21(8): 1407-1410. doi: 10.16766/j.cnki.issn.1674-4152.003133
Citation: LIU Jing, LIU Yang, LI Yumei, SHI Mohan, WANG Mingxi, ZHOU Zhengguang, YANG Yan. Research on the application of PBL combined with CBL in the clinical practice teaching for lung cancer[J]. Chinese Journal of General Practice, 2023, 21(8): 1407-1410. doi: 10.16766/j.cnki.issn.1674-4152.003133
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Research on the application of PBL combined with CBL in the clinical practice teaching for lung cancer

doi: 10.16766/j.cnki.issn.1674-4152.003133

  • Department of Medical Oncology, the First Affiliated Hospital of Bengbu Medical College, Bengbu, Anhui 233004, China

Funds:

 gxyq2022042

 2021fyjyxm26

 by51202208

  • Received Date: 2022-10-20
    Abstract
  •   Objective  To explore the application value of problem-based learning (PBL) combined with case-based learning (CBL) in lung cancer clinical practice teaching for undergraduate students.  Methods  Sixty-four undergraduate interns majoring in clinical medicine at the Department of Medical Oncology, the First Affiliated Hospital of Bengbu Medical College between March 2021 and June 2022 were selected. The random digital table method was used to divide the subjects into observation group and control group, with 32 students in each group. The observation group adopted PBL combined with CBL teaching mode, while the control group adopted lecture-based learning (LBL) teaching. At the end of the trial teaching period, teaching evaluation was performed by means of a theoretical knowledge examination, a clinical practice examination and various questionnaires.  Results  In the after-class examination, the scores for theoretical knowledge (86.81±6.01), case analysis (82.69±7.35), case writing (84.69±6.27) and overall scores (84.94±4.08) in the observation group were higher than those in the control group (82.81±6.42, 76.75±7.27, 79.34±6.25, 79.95±4.02), with significant differences (all P < 0.05). In the self-evaluation questionnaire, students in the observation group outperformed the control group in six aspects, including stimulation of learning interest, improvement of self-learning ability, theoretical knowledge mastery, clinical thinking ability, clinical practice ability, analytical and problem-solving ability (all P < 0.05). In addition, the satisfaction survey showed that students in the observation group were more satisfied with the teaching, teaching methods and teacher performance than those in the control group (all P < 0.05).  Conclusion  In the clinical practice teaching for lung cancer, PBL combined with CBL double teaching mode is more effective than the traditional LBL method and can promote the improvement of oncology teaching.

     

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