ABSTRACT
The application status and disadvantages of lecture-based learning ( LBL ) and problem-based learning (PBL) have been compared and discussed, and the imagination of combina-tion of LBL with PBL in the application of biotechnological pharmaceutics teaching proposed. LBL teaching will be mainly applied in the fundamental principles of development and production of biotechnological pharmaceutics, while PBL teaching will be mainly applied in the specific production processes of typical biopharmaceutics. The three key points in the combination teaching process includ-ing the time allocation of LBL and PBL, the design and implementation of PBL cases and the founda-tion of reasonable teaching evaluation system have also been introduced. The combination of LBL with PBL will cultivate students' self-study, comprehensive analysis and teamwork capabilities to satisfy the demands of the development of current market for biopharmaceutical talents.
ABSTRACT
Objective To investigate the feasibility and superiority of the lecture based learning (LBL)combined problem-based learning (PBL)for endocrinology teaching practice. Methods Totally 150 clinic medical undergraduates were randomly divided into three groups:LBL group (n=50),PBL group (n=50)and LBL+PBL group (n=50). Questionnaires,written and oral tests were employed to evaluate the teaching effect. ANOVA was used to compare the indicator scores and chi-square test was used to compare grades and passing rate. Results Teaching efficiency,mater of knowledge,capabilities of analysis,teaming and collaboration ability and medical diagnosis thinking cultivation were better in LBL and PBL group than in the other two groups. There were statistical differences in total score(F=4.69, P=0.010)and passing rate(χ2=8.94,P=0.030)among three groups. Conclusions LBL+PBL guarantee the teaching quality and cultivate the comprehensive quality of students; therefore it is superior to LBL and PBL.