Volume 22 Issue 2
Feb.  2024
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Article Navigation >  Chinese Journal of General Practice  > 2024  >  22(2): 312-314
NING Jinzhuo, HE Kaixiang, CHENG Fan. The application of PBL combined with CBL teaching model in the training of urology clinical trainees[J]. Chinese Journal of General Practice, 2024, 22(2): 312-314. doi: 10.16766/j.cnki.issn.1674-4152.003392
Citation: NING Jinzhuo, HE Kaixiang, CHENG Fan. The application of PBL combined with CBL teaching model in the training of urology clinical trainees[J]. Chinese Journal of General Practice, 2024, 22(2): 312-314. doi: 10.16766/j.cnki.issn.1674-4152.003392
shu

The application of PBL combined with CBL teaching model in the training of urology clinical trainees

doi: 10.16766/j.cnki.issn.1674-4152.003392

  • Department of Urology, Renmin Hospital of Wuhan University, Wuhan, Hubei 430000, China

Funds:

 2020CFB211

 2020017

  • Received Date: 2023-02-20
    Available Online: 2024-03-27
    Abstract
  •   Objective  The traditional teaching mode of clinical practice medicine is usually oral teaching by the instructor, and the knowledge flow is mainly one way transfer of "instructor - trainee", which has certain limitations. Based on the traditional teaching model, the problem-based teaching model (PBL) combined with case-based teaching model (CBL) was introduced to reform the teaching method, and the teaching effect was discussed.  Methods  A total of 50 interns in Urology, People ' s Hospital of Wuhan University from September 2019 to June 2022 were selected and divided into two groups according to the odd and even numbers of interns: experimental group and control group (25 persons each). The experimental group adopted the teaching mode of PBL combined with CBL for teaching urology clinical internship teaching, while the control group followed the conventional teaching mode for internship training, the experimental group adopted an innovative approach.  Results  The results demonstrated that the experimental group achieved significantly higher scores in both the clinical thinking test [(44.54±3.75) points] and the total scores [(87.80±3.25) points] than the control group scores [(34.26±2.42) points, (78.28±4.03) points, P < 0.001]; And the students of the experimental group improve the learning efficiency, consolidate the external outside professional knowledge, improve the learning interest and strengthen their learning ability and participation, cultivate clinical thinking [23(92.0%), 24(96.0%), 23(92.0%), 24(96.0%)] were better than those in the control group [17(68.0%), 15(60.0%), 16(64.0%), 16(64.0%), P < 0.05]. There was no significant difference in satisfaction with improving learning efficiency [23 (92.0%) in the experimental group and 22 (88.0%) in the control group, P>0.05].  Conclusion  The teaching mode of PBL combined with CBL in urology clerkship improved the teaching effect and quality, which is worth practicing and promoting in clinical teaching work.

     

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