The application impact of integrated problem driven teaching method in clinical thinking of medical undergraduate students

SANG Xu; WANG Zhaodong; ZHANG Chao; RUI Yan; CHEN Xin

doi:10.16766/j.cnki.issn.1674-4152.003606

Volume 22 Issue 7

Jul. 2024

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SANG Xu, WANG Zhaodong, ZHANG Chao, RUI Yan, CHEN Xin. The application impact of integrated problem driven teaching method in clinical thinking of medical undergraduate students[J]. Chinese Journal of General Practice, 2024, 22(7): 1230-1233. doi: 10.16766/j.cnki.issn.1674-4152.003606

Citation:

SANG Xu, WANG Zhaodong, ZHANG Chao, RUI Yan, CHEN Xin. The application impact of integrated problem driven teaching method in clinical thinking of medical undergraduate students[J]. Chinese Journal of General Practice, 2024, 22(7): 1230-1233. doi: 10.16766/j.cnki.issn.1674-4152.003606

Citation:

SANG Xu, WANG Zhaodong, ZHANG Chao, RUI Yan, CHEN Xin. The application impact of integrated problem driven teaching method in clinical thinking of medical undergraduate students[J]. Chinese Journal of General Practice, 2024, 22(7): 1230-1233. doi: 10.16766/j.cnki.issn.1674-4152.003606

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The application impact of integrated problem driven teaching method in clinical thinking of medical undergraduate students

doi: 10.16766/j.cnki.issn.1674-4152.003606

SANG Xu^{1, 2}
, WANG Zhaodong^{3, 4}
, ZHANG Chao^{5, 6}
, RUI Yan^{7, 8}
, CHEN Xin^{1, 2
,
,}

1.
Department of Pediatrics, the First Affiliated Hospital of Bengbu Medical University, Bengbu, Anhui 233004, China

Funds:

2020jyxm1194

Received Date: 2024-03-07
Available Online: 2024-09-05

Abstract

Abstract

Objective Exploring the impact of integrated problem-driven teaching method on clinical thinking of medical undergraduate students before clinical internship, and providing theoretical basis for clinical teaching methods. Methods A total of 267 undergraduate students majoring in clinical medicine from Bengbu Medical University in 2020 were selected as the research subjects. The study subjects were divided into a PBL group and a control group using an equidistant random sampling method, with 127 cases in the PBL group and 140 cases in the control group. The control group only participated in traditional lecture-based teaching plans, while the PBL group added PBL courses on top of the control group. The classroom performance and clinical thinking ability of the two groups were explored, and the relevant factors that affect clinical thinking ability were analyzed. Results During the pre-test, there was no statistically significant difference in the distribution of classroom performance between the PBL group and the control group (P>0.05); During the post-test, there was a statistically significant difference in the distribution of classroom performance between the PBL group and the control group (P < 0.05). During the pre-test, there was no statistically significant difference in the scores of critical thinking ability, systematic thinking ability, evidence-based thinking ability, and total score between the two groups (P>0.05). During the post-test, the total score of clinical thinking ability in the PBL group was higher than that in the control group (73.71±12.65 vs. 66.90±11.01, P < 0.05), and the scores of all dimensions were higher than those in the control group (P < 0.05). The results of multiple linear regression analysis showed that the higher the frequency of reading medical literature (B=6.811, P < 0.001) and the higher the ranking of PBL scores (B=4.014, P=0.010), the stronger the clinical thinking ability. Conclusion The integrated problem-driven teaching method has a positive impact on improving the clinical thinking ability of medical students, with the main influencing factors being the frequency of literature reading and PBL course ranking.
- Problem-based learning,
- Clinical thinking,
- Medical education,
- Medical undergraduate students

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