Volume 20 Issue 2
Feb.  2022
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Article Navigation >  Chinese Journal of General Practice  > 2022  >  20(2): 315-319
FAN Xing-jun, GU Hong-mei, QI Yue, YANG Yong, GAO Jin-xia, YU Feng-bo. Practice for the course of 'community prevention and health care' in the teaching dialogue mode using problem-based learning[J]. Chinese Journal of General Practice, 2022, 20(2): 315-319. doi: 10.16766/j.cnki.issn.1674-4152.002341
Citation: FAN Xing-jun, GU Hong-mei, QI Yue, YANG Yong, GAO Jin-xia, YU Feng-bo. Practice for the course of "community prevention and health care" in the teaching dialogue mode using problem-based learning[J]. Chinese Journal of General Practice, 2022, 20(2): 315-319. doi: 10.16766/j.cnki.issn.1674-4152.002341
shu

Practice for the course of "community prevention and health care" in the teaching dialogue mode using problem-based learning

doi: 10.16766/j.cnki.issn.1674-4152.002341

  • School of Public Health, Mudanjiang Medical College, Mudanjiang, Heilongjiang 157001, China

Funds:

 GJC1318113

 2018A-N06020

  • Received Date: 2021-03-18
    Available Online: 2022-03-04
    Abstract
  •   Objective  To explore the teaching effect of the dialogue teaching model based on PBL in the course of Community Prevention and Health and provide a reference for the study of dialogue teaching model based on PBL.  Methods  A total of 131 students enrolled in the Department of General Medicine of Mudanjiang Medical College in 2015 were randomly divided into the control group (63 people) and the research group (68 people). The control group used traditional lecture-style teaching, and the research group used PBL-based dialogue teaching mode. After the course, the same test papers were used for assessment, and the questionnaires were used to evaluate the teaching effect, teaching satisfaction and the teaching content indicated the general medical thinking.  Results  The theoretical test scores, practical skill test scores and total scores of the research group were higher than those of the control group, and the differences were statistically significant (all P < 0.05). The research group was better than the control group in cultivating self-learning ability, improving learning enthusiasm and initiative ability, cultivating general medical and clinical preventive service thinking and ability, strengthening clinical screening ability, independent thinking and analysis of community problems based on the population, training three-level prevention strategy thinking and ability, promoting communication and communication amongst classmates and enhancing teamwork and other aspects (all P < 0.05). The satisfaction rate of the students in the research group with the teaching method was 73.53%, whereas that of the control group was 53.97%. The research group was better than the control group with health-centred, group-targeted, comprehensive community preventive health care evaluation of individual-group-oriented medical care, tertiary prevention-oriented evidence-based medical care, horizontal management of family-based health care projects and chronic disease management, and the difference was statistically significant (all P < 0.05).  Conclusion  The PBL-based dialogue teaching model can improve the teaching effect of the course of Community Prevention and Health, which may stimulate the interest of general students in understanding primary health, and promote the cultivation of multiple qualities and capabilities. The PBL-based dialogue teaching model is worthy of further research and promotion.

     

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