Zhang Jiayi, Chen Jiexuan, Guo Hongbin, Liu Wei, Li Mingzhe
Medical Records and Statistics Department, The First Affiliated Hospital of Guangdong Pharmaceutical University, Guangdong, People's Republic of China.
The First Clinical Medicine School of Guangdong Pharmaceutical University, Guangdong, People's Republic of China.
BMC Med Educ. 2025 Jan 8;25(1):30. doi: 10.1186/s12909-024-06621-6.
This study examines a novel teaching model that integrates the development and use of a Medical Cloud Dictionary with project-based learning (PBL). We investigate whether this integrated approach improves teaching effectiveness, enhances student learning outcomes, and reduces teaching pressure compared to traditional PBL.
One hundred student volunteers were randomly assigned to an experimental group (n = 50) and a control group (n = 50). Both groups studied seven respiratory-disease-related modules over a single semester (4 months). The experimental group utilized a PBL approach enhanced by the Medical Cloud Dictionary, which provided organized, up-to-date medical information and facilitated collaboration. The control group received traditional PBL-based teaching. Student performance was assessed using theoretical exams, comprehensive case analyses, and clinical practice reports. Feedback questionnaires and interviews were conducted with the experimental group's students and teachers. Statistical analyses included a Mann-Whitney U-test and chi-square tests to compare outcomes between groups.
The experimental group demonstrated significantly higher overall scores than the control group (Mann-Whitney U = 22037.5, p < 0.001). Their pass rate reached 100% vs. 98.6% in the control group (χ²=10.145, p < 0.05), and their excellence rate was 22.9% vs. 2.9% (χ²=62.477, p < 0.001). Feedback indicated improved learning efficiency, enhanced independent learning, and reduced teaching pressure. Both students and teachers expressed a desire to continue and expand the integrated mode.
Integrating a Medical Cloud Dictionary with PBL can stimulate students' academic engagement, improve their mastery of medical knowledge and practical skills, and foster a stronger desire for independent learning. It also qualitatively enhances teaching quality and strengthens teacher-student relationships. Overall, this integrated teaching model can improve the quality and effectiveness of medical education, benefiting both teachers and students.
本研究考察了一种将医学云词典的开发与使用与基于项目的学习（PBL）相结合的新型教学模式。我们调查这种整合方法与传统PBL相比是否能提高教学效果、提升学生学习成果并减轻教学压力。
100名学生志愿者被随机分为实验组（n = 50）和对照组（n = 50）。两组在一个学期（4个月）内学习7个与呼吸系统疾病相关的模块。实验组采用通过医学云词典强化的PBL方法，该词典提供了有条理的最新医学信息并促进了协作。对照组接受基于传统PBL的教学。使用理论考试、综合病例分析和临床实践报告来评估学生表现。对实验组的学生和教师进行了反馈问卷调查和访谈。统计分析包括曼-惠特尼U检验和卡方检验以比较组间结果。
实验组的总体得分显著高于对照组（曼-惠特尼U = 22037.5，p < 0.001）。他们的及格率达到100%，而对照组为98.6%（χ² = 10.145，p < 0.05），优秀率为22.9%，而对照组为2.9%（χ² = 62.477，p < 0.001）。反馈表明学习效率提高、自主学习能力增强且教学压力减轻。学生和教师都表示希望继续并扩展这种整合模式。
将医学云词典与PBL相结合可以激发学生的学术参与度，提高他们对医学知识和实践技能的掌握程度，并培养更强的自主学习欲望。它还能从质量上提升教学质量并加强师生关系。总体而言，这种整合教学模式可以提高医学教育的质量和效果，使教师和学生都受益。
