Rui Zeng, Rong-Zheng Yue, Hong-Yu Qiu, Jing Zeng, Xue-Hong Wan, Chuan Zuo
Department of Cardiovascular Diseases, West China Hospital, School of Clinical Medicine, Sichuan University, Chengdu, People's Republic of China.
Department of Nephrology, West China Hospital, School of Clinical Medicine, Sichuan University, Chengdu, People's Republic of China.
Adv Med Educ Pract. 2015 Mar 25;6:223-9. doi: 10.2147/AMEP.S78893. eCollection 2015.
Problem-based learning (PBL) is a pedagogical approach based on problems. Specifically, it is a student-centered, problem-oriented teaching method that is conducted through group discussions. The aim of our study is to explore the effects of PBL in diagnostic teaching for Chinese medical students.
A prospective, randomized controlled trial was conducted. Eighty junior clinical medical students were randomly divided into two groups. Forty students were allocated to a PBL group and another 40 students were allocated to a control group using the traditional teaching method. Their scores in the practice skills examination, ability to write and analyze medical records, and results on the stage test and behavior observation scale were compared. A questionnaire was administered in the PBL group after class.
There were no significant differences in scores for writing medical records, content of interviewing, physical examination skills, and stage test between the two groups. However, compared with the control group, the PBL group had significantly higher scores on case analysis, interviewing skills, and behavioral observation scales.
The questionnaire survey revealed that PBL could improve interest in learning, cultivate an ability to study independently, improve communication and analytical skills, and good team cooperation spirit. However, there were some shortcomings in systematization of imparting knowledge. PBL has an obvious advantage in teaching with regard to diagnostic practice.
基于问题的学习（PBL）是一种基于问题的教学方法。具体而言，它是以学生为中心、以问题为导向的教学方法，通过小组讨论进行。本研究的目的是探讨PBL在中国医学生诊断教学中的效果。
进行了一项前瞻性随机对照试验。80名低年级临床医学生被随机分为两组。40名学生被分配到PBL组，另外40名学生被分配到采用传统教学方法的对照组。比较他们在实践技能考试、书写和分析病历的能力以及阶段测试和行为观察量表上的成绩。课后对PBL组进行问卷调查。
两组在病历书写、问诊内容、体格检查技能和阶段测试成绩方面无显著差异。然而，与对照组相比，PBL组在病例分析、问诊技能和行为观察量表上的得分显著更高。
问卷调查显示，PBL可以提高学习兴趣，培养自主学习能力，提高沟通和分析能力，以及良好的团队合作精神。然而，在知识传授的系统性方面存在一些不足。PBL在诊断实践教学方面具有明显优势。
