Volume 23 Issue 6
Jun.  2025
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Article Navigation >  Chinese Journal of General Practice  > 2025  >  23(6): 1041-1044
PEI Lijia, WANG Dong, LIU Yang, ZHOU Xinshe. Application of online teaching combined with PBL and CBL in orthopedic teaching[J]. Chinese Journal of General Practice, 2025, 23(6): 1041-1044. doi: 10.16766/j.cnki.issn.1674-4152.004061
Citation: PEI Lijia, WANG Dong, LIU Yang, ZHOU Xinshe. Application of online teaching combined with PBL and CBL in orthopedic teaching[J]. Chinese Journal of General Practice, 2025, 23(6): 1041-1044. doi: 10.16766/j.cnki.issn.1674-4152.004061
shu

Application of online teaching combined with PBL and CBL in orthopedic teaching

doi: 10.16766/j.cnki.issn.1674-4152.004061

  • Department of Orthopedics, the First Affiliated Hospital of Bengbu Medical University, Bengbu, Anhui 233004, China

Funds:

 2021jxjy045

  • Received Date: 2025-01-18
    Available Online: 2025-09-04
    Abstract
  •   Objective  Orthopedic diseases have many branches, involving trauma, spine, joints, and microsurgery, requiring specialized and refined operational skills. There is a need to develop new teaching models to enhance the effectiveness of clinical teaching.  Methods  A total of 60 clinical undergraduates who practiced in the Department of Orthopedics of the First Affiliated Hospital of Bengbu Medical University from June 2023 to September 2024 were selected as the research objects. They were divided into a control group (n=30) and an experimental group (n=30) by random number table method. The control group adopted the traditional teaching mode, that was, the teaching mode of oral explanation by the teacher, while the experimental group adopted the online teaching combined with problem-based learning (PBL) and case-based learning (CBL) teaching mode. The theoretical test, case analysis, doctor-patient communication, physical examination, inquiry skills and humanistic care of the two groups of interns were compared, and the self-evaluation survey after learning was conducted.  Results  There was no significant difference in theoretical test scores between the two groups (P>0.05). The case analysis score and total score of the experimental group were higher than those of the control group (43.6±2.7 vs. 41.8±3.0; 87.0±4.3 vs. 84.4±5.1, P < 0.05). The scores of doctor-patient communication (7.3±1.0 vs. 6.4±0.8), physical examination (7.8±1.1 vs. 6.7±0.9) and inquiry skills (7.6±1.0 vs. 6.8±0.8) in the experimental group were higher than those in the control group (P < 0.05). There was no significant difference in the score of humanistic care between the two groups (P>0.05). The self-evaluation survey after learning showed that the experimental group was better than the control group in improving learning interest in orthopedics, getting familiar with orthopedics related knowledge, and improving overall diagnosis and treatment thinking (P < 0.05).  Conclusion  Using online teaching combined with PBL and CBL teaching methods among orthopedic interns can improve teaching quality, promote a good integration of theory and practice, and enhance interns' abilities in various aspects of diagnosis and treatment.

     

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