Department of Pathology, School of Basic Medical Sciences, Anhui Medical University, Hefei, Anhui, P.R. China.
Department of Pathology, the Second Affiliated Hospital of Anhui Medical University, Hefei, Anhui, P.R. China.
Medicine (Baltimore). 2023 Aug 25;102(34):e34792. doi: 10.1097/MD.0000000000034792.
The problem-based learning (PBL) is increasingly used in undergraduate education. However, the application of integrated PBL to medical undergraduate education has not been well assessed. An observational study was designed to compare integrated PBL combined with lecture-based classroom (LBC) with traditional LBC teaching in 2 semesters of a Medical School in China. This study was conducted from March 2021 to July 2022. A total of 118 undergraduates majoring in clinical medicine were randomly allocated in 2 groups, 1 group receiving the integrated PBL + LBC teaching (experimental group, n = 60) and another group receiving LBC teaching (control group, n = 58). The experimental group attended the integrated PBL courses for the basic and clinical medicine conducted in the 6th and 8th semesters, respectively, as well as taking the LBC courses. The experimental group was required to preview the course materials before class, make presentations in class and take online feedback questionnaires after class, while the control group was required to preview the textbooks and listen to the traditional LBC courses. The students' scores of these 2 groups were compared, and feedback questionnaires were performed to evaluate the effectiveness of the experimental group over the control group. Results showed that the experimental group scored significantly higher than the control group in Clinical Skills (95% confidence interval [CI] 4.19-5.89), Internal Medicine I (95% CI: 1.85-9.93), Internal Medicine II (95% CI: 8.07-15.90), Introduction to Surgery (95% CI: 5.08-10.25), Surgery (General Surgery) (95% CI: 7.82-12.72), Surgery (Specialty) (95% CI: 6.47-9.97), and Clinical Medical Level Test (95% CI: 1.60-5.15) (all P < .01). In the feedback questionnaires of integrated PBL, up to 80% and 90% of students were satisfied with the teaching methods and lecturers, respectively. More than 80% of students agreed that the integrated PBL improved their abilities to learn independently, understand knowledge, and to raise, analyze and solve problems. In terms of stress in and out of class, a small number of students, <36.7%, felt stressed. The integrated PBL combined with LBC is an effective teaching approach, which may provide new ideas for teaching research and reform on undergraduate medical education in clinical medicine specialty and other medical majors.
基于问题的学习（PBL）越来越多地应用于本科教育。然而，将综合 PBL 应用于医学本科教育的效果尚未得到很好的评估。本研究旨在比较中国某医学院 2 个学期中综合 PBL 联合基于讲座的课堂教学（LBC）与传统 LBC 教学的效果。本研究于 2021 年 3 月至 2022 年 7 月进行。共随机分配 118 名临床医学专业本科生至 2 组，一组接受综合 PBL+LBC 教学（实验组，n=60），另一组接受 LBC 教学（对照组，n=58）。实验组分别在第 6 学期和第 8 学期参加基础医学和临床医学的综合 PBL 课程，并参加 LBC 课程。实验组在课前预习课程材料，在课堂上进行演示，并在课后进行在线反馈问卷，而对照组则需要预习教科书并参加传统的 LBC 课程。比较了两组学生的成绩，并通过问卷调查评估实验组相对于对照组的效果。结果显示，实验组在临床技能（95%置信区间[CI]：4.19-5.89）、内科学 I（95%CI：1.85-9.93）、内科学 II（95%CI：8.07-15.90）、外科学导论（95%CI：5.08-10.25）、外科学（普通外科）（95%CI：7.82-12.72）、外科学（专科）（95%CI：6.47-9.97）和临床医学水平考试（95%CI：1.60-5.15）（均 P<0.01）方面的得分显著高于对照组。在对综合 PBL 的反馈问卷调查中，高达 80%和 90%的学生对教学方法和讲师表示满意。超过 80%的学生认为综合 PBL 提高了他们独立学习、理解知识以及提出、分析和解决问题的能力。在课堂内外的压力方面，少数学生（<36.7%）感到有压力。综合 PBL 联合 LBC 是一种有效的教学方法，可为临床医学专业和其他医学专业的本科医学教育教学研究和改革提供新的思路。
