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Objective To explore the effects of WPBL teaching pattern on cerebrovascular disease clinical education. Methods The subjects were 40 students from June 2015 to December 2015 in the affiliated TCM-Integrated Hospital of Shanghai University of Traditional Chinese Medicine for resident stan-dardization training and were randomly divided into study group and control group,with 20 students for each group.Network PBL teaching and traditional teaching were used to combine traditional Chinese medicine with western medicine in the clinical teaching of cerebrovascular disease.After the teaching,the two groups of students were assessed with clinical knowledge and skills,and a questionnaire survey was conducted.SAS 9.2 software was used for statistical analysis,and the data comparison was performed by t test. Results The clinical knowledge score of the study group (93.35±2.60) was significantly higher than that of the control group(85.25±3.10),and the difference was statistically significant(P=0.000).The clinical skill score of the study group(93.50±2.11)was significantly higher than the control group(82.50±1.82),and the differ-ence was statistically significant (P=0.000); 80% students thought it was helpful to improving the mastery of theoretical knowledge and clinical skills, 90% of the students considered it helpful for communication and teamwork,and 95% of them thought it would help to analyze and solve clinical problems.Conclusions The Web-based PBL can effectively improve the clinical teaching effects of cerebrovascular disease of integra-tion traditional Chinese and Western.
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Background: Development in internet technology enables e-learning at the higher education level. We have developed the Internet PBL-Tutorial System/Rakuichi that allows multi-directional communication among participants with web-based bulletin boards. Although this system has been successful in medical education at the undergraduate level, we sought to encourage “readonly members” to participate more fully in the program. Methods: To this end, we compared the posting frequency among three strategies: (1) students and tutors had an off-site meeting to promote face-to-face communication during the course, (2) several classes were allowed to watch the discussion in other classes in the second half of the course, (3) three classes (5 – 6 students each) in one topic were combined into one class (16 students) in the second half. Results: No meaningful effects were observed for strategies (1) or (2). However, the posting frequency increased 50 % for strategy (3). Conclusion: Facilitation of communication among participants was achieved by increasing the number of student participants. We predicted that an optimal number of students in each class in internet-based PBL would be ~20 people.
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Objective To investigate the effect of applying web based problem-based learning in the teaching of bilingual curriculum.Methods 2009 grade nursing undergraduate bilingual class (n =57) was taken as control group and traditional teaching method was used.2010 grade nursing undergraduate bilingual class (n =60) was taken as experimental group and bilingual course of introduction to nursing was used to do web based (Blackboard platform) PBL teaching.Teaching process of the grouping-question posing-data gathering-discussion-mid-term feedback-presentation-summary and evaluation was implemented.Result comparison method,network based PBL learning evaluation sheet and content analysis were employed to complete teaching effect evaluation.Data were analyzed by t test and P ＜ 0.05 signifies statistically significant differences.Results Test scores of experimental group were significantly higher than that in control group (P ＜ 0.05).Mean scores of positive items in web based PBL teaching scale were ≥3.84.Electronic learning file content analysis showed that excellent rates of 7 indicators (student participation,thinking ability,inquiry,etc) were ≥66.7％.Conclusion Web based PBL teaching model is good for improving teaching effectiveness in the teaching of bilingual curriculum.
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Problem based learning(PBL) is a teaching mode which is based on the autonomous learning of students in small groups.Due to the limited conditions,PBL method can not be widely applied in Guangzhou Medical University.Teaching and research section of pharmacology established a web based PBL teaching mode (W-PBL) in the school through Blackboard net platform,which enlarged the teaching scope and provided students and teachers with a teaching mode having updated learning patterns and high efficiency.Results of this practice were satisfactory and teaching effect was improved significantly.
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Due to the subjective and objective constraints of universities in China,PBL Teaching Mode failed to gain its popularity in China's medical education.In its teaching reform,Guangzhou Medical University put forward a new teaching model--Web-based PBL Teaching Mode(hereinafter referred to as WPBL).by integrating the classical concept of PBL education with the real situation of the university and carried it out among students in bilingual classes of Clinical Medicine.The resuIts showed that by effectively overcoming the difficulties during the implementation of classical PBL teaching,Web-based PBL Teaching Mode not only succeeded in achieving the teaching objectives,but also improved the learning efficiency and utilization of teaching resources greatly by means of network technology.