Application of CBL combined with PBL in Tumor Bioinformatics teaching

LI Mingyang; LIU Yixiong; FAN Linni; WANG Zhe

doi:10.16766/j.cnki.issn.1674-4152.003435

Volume 22 Issue 3

Mar. 2024

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Article Navigation > Chinese Journal of General Practice > 2024 > 22(3): 500-503

LI Mingyang, LIU Yixiong, FAN Linni, WANG Zhe. Application of CBL combined with PBL in Tumor Bioinformatics teaching[J]. Chinese Journal of General Practice, 2024, 22(3): 500-503. doi: 10.16766/j.cnki.issn.1674-4152.003435

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LI Mingyang, LIU Yixiong, FAN Linni, WANG Zhe. Application of CBL combined with PBL in Tumor Bioinformatics teaching[J]. Chinese Journal of General Practice, 2024, 22(3): 500-503. doi: 10.16766/j.cnki.issn.1674-4152.003435

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Application of CBL combined with PBL in Tumor Bioinformatics teaching

doi: 10.16766/j.cnki.issn.1674-4152.003435

Department of Pathology, School of Basic Medicine, Air Force Medical University, Xi' an, Shaanxi 710032, China

Funds:

YLBK788

XGH20117

YXZB2023JS01

Received Date: 2023-08-23
Available Online: 2024-05-27

Abstract

Abstract

Objective To explore the application effect of case-based learning (CBL) combined with problem-based learning (PBL) in Tumor Bioinformatics teaching and students' evaluation of the teaching mode. Methods A total of 62 four-year biomedical engineering students who were studying Tumor Bioinformatics in Air Force Medical University were selected. The random digital table method was used to divide the subjects into experimental group and control group, with 31 students in each group. The experimental group adopted CBL combined with PBL teaching mode, while the control group adopted traditional teaching mode. After the teaching, the teaching effect was evaluated by the test of proposition. The questionnaire survey was used to evaluate the students' satisfaction with the two teaching modes. Results By statistical analysis, the experimental group students' scores on multiple-choice questions (24.52±2.69), short-answer questions (35.21±3.03), essay questions (24.28±3.41) and total scores (78.15±5.89) were higher than those of the control group (21.94±3.17, 32.85±2.78, 22.31±3.89, 73.81±6.21, P<0.05). In the questionnaire survey, the experimental group had better approval of improving the enthusiasm for theoretical knowledge learning, fostering clinical transformational thinking, improving the mastery of theoretical knowledge, expanding the knowledge of oncology medicine, improving the ability to solve clinical problems, improving the ability of independent learning, improving the efficiency of literature retrieval, and improving the ability of cooperative learning than the control group (P<0.05). Conclusion CBL combined with PBL has achieved better results in the teaching of Tumor Bioinformatics courses, which improves the students' learning ability and knowledge mastery, and the students are highly satisfied with this teaching mode.
- Case-based learning,
- Problem-based learning,
- Oncology teaching,
- Bioinformatics

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References

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Application of CBL combined with PBL in Tumor Bioinformatics teaching

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