Department of Gynecology, Affiliated Hengyang Hospital of Hunan Normal University & Hengyang Central Hospital, Hengyang, Hunan, 421000, China.
Department of Gynecology, Hainan General Hospital, Hainan Affiliated Hospital of Hainan Medical University, Haikou, Hainan, 570100, China.
BMC Med Educ. 2024 Nov 22;24(1):1346. doi: 10.1186/s12909-024-06327-9.
This study explored the effectiveness of combining problem-based learning (PBL) and case-based learning (CBL) in the clinical teaching of ectopic pregnancy.
Fifth-year students majoring in clinical medicine were recruited from the Department of Gynecology at the Hengyang Central Hospital and Hainan General Hospital between September 2023 and June 2024. The students were randomly assigned to either the combined PBL-CBL or the traditional group. At the end of the class, both groups of students were required to complete a post-class quiz and an anonymous questionnaire.
The basic knowledge score in the combined PBL-CBL group was significantly higher than that in the traditional group (42.6 ± 3.6 vs 35.0 ± 2.3, p = 0.000). Similarly, the case analysis score was higher in the combined PBL-CBL group than that in the traditional group (37.1 ± 6.2 versus 33.8 ± 5.7, p = 0.013). The scores for learning motivation, understanding, student-teacher interaction, communication skills, clinical thinking skills, self-learning skills, knowledge absorption, and satisfaction with the course in the combined PBL-CBL group were significantly higher than those in the traditional group (p < 0.05). However, the score for the amount of free time consumed by the combined PBL-CBL group was significantly higher than that of the traditional group (p < 0.05).
The study suggests that the combined PBL-CBL teaching method might be a promising new mode of gynecological education.
本研究探讨了将问题式学习（PBL）与案例式学习（CBL）相结合在异位妊娠临床教学中的效果。
2023 年 9 月至 2024 年 6 月，从衡阳中心医院和海南总医院妇产科招募五年制临床医学专业学生。学生被随机分配到 PBL-CBL 联合组或传统组。课程结束后，两组学生均需完成课后测验和匿名问卷调查。
PBL-CBL 联合组的基础知识得分显著高于传统组（42.6±3.6 比 35.0±2.3，p=0.000）。同样，PBL-CBL 联合组的病例分析得分也高于传统组（37.1±6.2 比 33.8±5.7，p=0.013）。PBL-CBL 联合组的学习动机、理解、师生互动、沟通技巧、临床思维能力、自主学习能力、知识吸收和对课程的满意度评分均显著高于传统组（p<0.05）。然而，PBL-CBL 联合组的自由时间消耗评分显著高于传统组（p<0.05）。
研究表明，PBL-CBL 联合教学法可能是一种有前途的妇科教育新模式。
