Value of Problem-Based Learning combined with typical case teaching methods in the clinical teaching of endocrinology

doi:10.3969/j.issn.2096-045X.2015.03.019

Abstract

Abstract: Objective To investigate the effects and value of Problem-Based Learning (PBL) combined with typical case teaching methods in the teaching of endocrinology clinic. Methods Selected 82 trainee students as subjects and randomly divided them into group A and group B, group A was offered PBL and typical case teaching methods, group B was given traditional pedagogy. Observed the difference of the scores of examination, the teaching identification, the teaching satisfaction and the learning initiative in the two groups. Results Group A’s theoretical scores were all obviously higher than group B's(P ＜ 0.05); group A’s teaching identification was 92.68% which was obviously higher than group B's whose was 78.05%(P ＜ 0.05); group A’s teaching satisfaction was 95.12% which also obviously higher than group B's; and group A’s initiative obviously better than group B's(P ＜ 0.05). Conclusion In the clinical teaching of endocrinology, PBL combined with typical case teaching methods can effectively improve teaching quality and learning status, which has an important value for teaching.

Zhao Dong, Wang Xuhong, Zhang Ning. Value of Problem-Based Learning combined with typical case teaching methods in the clinical teaching of endocrinology[J]. Medical Education Management, doi: 10.3969/j.issn.2096-045X.2015.03.019.

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