Volume 22 Issue 4
Apr.  2024
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ZHAO Rui, GU Lin, MA Zhenzeng, HUANG Jun. Application of Jigsaw teaching method based on PBL in practice teaching of gastroenterology[J]. Chinese Journal of General Practice, 2024, 22(4): 674-676. doi: 10.16766/j.cnki.issn.1674-4152.003477
Citation: ZHAO Rui, GU Lin, MA Zhenzeng, HUANG Jun. Application of Jigsaw teaching method based on PBL in practice teaching of gastroenterology[J]. Chinese Journal of General Practice, 2024, 22(4): 674-676. doi: 10.16766/j.cnki.issn.1674-4152.003477
shu

Application of Jigsaw teaching method based on PBL in practice teaching of gastroenterology

doi: 10.16766/j.cnki.issn.1674-4152.003477

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

Funds:

 2020jyxm1195

 2020fyjyxm03

  • Received Date: 2024-01-07
    Available Online: 2024-05-29
    Abstract
  •   Objective  To apply the mixed teaching model of Jigsaw teaching method and PBL teaching method to practice teaching of gastroenterology to improve the effect of clinical practice teaching of gastroenterology.  Methods  Eighty medical undergraduates were selected to practice in the Department of Gastroenterology of the First Affiliated Hospital of Bengbu Medical University from 2023 to 2024. They were randomly divided into the control group (PBL teaching method alone) and the experimental group (Jigsaw teaching method combined with PBL teaching method). After teaching, the two groups were compared on the theoretical evaluation, skill evaluation, and clinical comprehensive ability evaluation, as well as the students ' self-evaluation.  Results  In addition to no significant difference in learning efficiency between the students in the experimental group and the control group (P>0.05), their learning interest, independent learning ability, teamwork ability, self-satisfaction and total score were significantly higher than those in the control group (P < 0.05). The theoretical test score of the experimental group (29.85±4.07) was higher than that of the control group (25.78±2.64), and the skill test score of the experimental group (8.41±0.62) was also higher than that of the control group (7.32±0.88), and the differences were statistically significant (P < 0.05). The total score of the clinical comprehensive ability test in the experimental group (40.85±1.87) was higher than that in the control group (35.81±3.77), and the scores of history taking, physical examination, clinical diagnosis and treatment thinking, and medical record writing in the experimental group were higher than those in the control group (P < 0.05).  Conclusion  The mixed teaching mode of Jigsaw teaching method combined with PBL teaching method can achieve remarkable effect in the application of clinical practice teaching of gastroenterology department, with high satisfaction of interns, and can be popularized in the future clinical practice teaching.

     

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