Ba Hongjun, Xu Lingling, Gu Yufen, Li Yijuan, Jiang Xiaoyun, Li Xiaoyu, Li Shujuan
Department of Pediatrics, First Affiliated Hospital of Sun Yat-Sen University, Guangzhou, People's Republic of China.
Adv Med Educ Pract. 2025 Apr 16;16:615-624. doi: 10.2147/AMEP.S515527. eCollection 2025.
Problem-Based Learning (PBL) is an engaging, student-centered teaching approach that has become increasingly popular in the field of medical education. Particularly during clinical rotations, PBL is thought to enhance students' clinical reasoning and skills. However, the impact of PBL in pediatric clerkships has not been fully explored.
This study aimed to assess the influence of PBL on the clinical skills of medical interns during pediatric rotations, comparing the outcomes between PBL and traditional teaching methods.
A randomized controlled trial was conducted with 72 medical interns (38 male, 34 female) participating in pediatric rotations at our hospital between November 2023 and September 2024. The interns were assigned at random to either the PBL group (36 students) or the traditional teaching group (36 students), with stratification based on baseline clinical examination scores. Both groups participated in a two-week pediatric internship, encountering identical clinical cases. The PBL group received instruction supplemented with PBL, while the traditional group received bedside teaching. The outcomes were evaluated using a theoretical knowledge exam, Mini-CEX assessments, and a PBL group satisfaction survey.
The results of the theoretical knowledge exam showed no significant difference between the groups (PBL group: 90.25 ± 2.15, traditional group: 89.78 ± 2.14, p > 0.05), indicating similar support for theoretical learning. Mini-CEX evaluations demonstrated that the PBL group showed significant improvements in history taking, medical decision-making, physician-patient interactions, and comprehensive clinical skills compared to the traditional group. Feedback from the PBL group was overwhelmingly positive, with students highlighting significant improvements in clinical reasoning and diagnostic skills.
PBL significantly enhanced clinical skills in pediatric clerkships, particularly in clinical reasoning, diagnosis, and communication. Although both teaching methods supported theoretical learning equally, PBL fostered greater student engagement and deeper learning, suggesting that it could be a valuable model for future medical education.
基于问题的学习（PBL）是一种引人入胜的、以学生为中心的教学方法，在医学教育领域越来越受欢迎。特别是在临床实习期间，PBL被认为可以提高学生的临床推理能力和技能。然而，PBL在儿科实习中的影响尚未得到充分探索。
本研究旨在评估PBL对儿科实习期间医学实习生临床技能的影响，比较PBL与传统教学方法的效果。
进行了一项随机对照试验，72名医学实习生（38名男性，34名女性）于2023年11月至2024年9月在我院参加儿科实习。实习生被随机分配到PBL组（36名学生）或传统教学组（36名学生），并根据基线临床检查分数进行分层。两组都参加了为期两周的儿科实习，遇到相同的临床病例。PBL组接受了补充PBL的指导，而传统组接受床边教学。使用理论知识考试、Mini-CEX评估和PBL组满意度调查来评估结果。
理论知识考试结果显示两组之间没有显著差异（PBL组：90.25±2.15，传统组：89.78±2.14，p>0.05），表明对理论学习的支持相似。Mini-CEX评估表明，与传统组相比，PBL组在病史采集、医疗决策、医患互动和综合临床技能方面有显著改善。PBL组的反馈绝大多数是积极的，学生们强调临床推理和诊断技能有显著提高。
PBL显著提高了儿科实习中的临床技能，特别是在临床推理、诊断和沟通方面。虽然两种教学方法对理论学习的支持程度相同，但PBL促进了学生更大的参与度和更深入的学习，表明它可能是未来医学教育的一个有价值的模式。
