Volume 19 Issue 1
Jan.  2021
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Article Navigation >  Chinese Journal of General Practice  > 2021  >  19(1): 128-130，140
TAO Yan-yan, GUO Jin, ZHANG Hong, WANG Fang-li, XIAO Heng, LU Guo-yu. Application value of PBL combined with CBL in clinical teaching of emergency medicine[J]. Chinese Journal of General Practice, 2021, 19(1): 128-130，140. doi: 10.16766/j.cnki.issn.1674-4152.001748
Citation: TAO Yan-yan, GUO Jin, ZHANG Hong, WANG Fang-li, XIAO Heng, LU Guo-yu. Application value of PBL combined with CBL in clinical teaching of emergency medicine[J]. Chinese Journal of General Practice, 2021, 19(1): 128-130，140. doi: 10.16766/j.cnki.issn.1674-4152.001748
shu

Application value of PBL combined with CBL in clinical teaching of emergency medicine

doi: 10.16766/j.cnki.issn.1674-4152.001748
  • 1.

    Department of Emergency Medicine, the First Affiliated Hospital of Bengbu Medical College, Bengbu, Anhui 233004, China

Funds:

 2019jyxm1047

  • Received Date: 2020-02-21
    Available Online: 2022-02-19
    Abstract
  •   Objective  To explore the effect of the problem-based teaching (PBL) combined with case-based teaching (CBL) model in clinical teaching of emergency medicine.  Methods  Total 84 clinical medical interns of grade 2015 in the First Affiliated Hospital of Bengbu Medical College from July 2018 to May 2019 were selected as the research subjects. The random digital table method was used to divide the subjects into two groups: 42 in the control group (PBL combined with the traditional mode of teaching) and 42 in the observation group (PBL combined CBL teaching). Theoretical test results, case analysis results and teaching satisfaction questionnaire of two groups were used to evaluate the value of the two teaching methods in emergency medical clinical teaching.  Results  There was no significant difference between the two groups in gender, age and academic entrance examination scores (all P>0.05) There was no significant difference in theoretical knowledge score between the observation group and the control group (34.18±3.13) and (33.45±3.21, P>0.05). However, the case analysis score (35.51±4.07) and clinical skill score (34.78±3.04) in the observation group were significantly higher than those in the control group (32.57±4.11 and 30.44±3.22, respectively), the difference was statistically significant (all P < 0.01). Furthermore, the students in the observation group had a high evaluation of teaching satisfaction (P < 0.01).  Conclusion  PBL combined with CBL teaching ensure the level of theoretical knowledge in emergency medical clinical teaching, whilst significantly improving students' ability to solve practical clinical problems, which has been recognised by students.

     

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