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Objective:To explore the application effect of PBL teaching guided by anesthesia plan in clinical teaching of anesthesia undergraduate practice.Methods:A total of 34 anesthesiology undergraduates who practiced in Daqing Oilfield General Hospital/The Tenth Affiliated Hospital of Qiqihar Medical University from January 2020 to September 2020 were selected and randomly divided into experimental group ( n=17) and control group ( n=17). The experimental group adopted PBL teaching guided by anesthesia plan, while the control group adopted traditional teaching. The theoretical assessment results, case analysis assessment results, and clinical skills assessment results of the two groups of undergraduate interns were compared and analyzed. Additionally, a questionnaire survey was conducted to evaluate the students' comprehensive ability. SPSS 22.0 was used for t test. Results:The scores and total scores of theoretical knowledge and anesthesia skills in the experimental group were higher than those in the control group, and the difference was statistically significant ( P<0.05). Before learning, there was no significant difference in scores and total scores of comprehensive ability between the two groups ( P>0.05); after learning, the comprehensive ability of the two groups of students were improved, and those of the experimental group were higher than those of the control group ( P<0.05). Conclusion:PBL teaching guided by anesthesia plan can effectively improve the mastery of theoretical knowledge, clinical operation skills and case analysis ability of anesthesia undergraduate interns, and the teaching effect is good, which is worthy of further promotion.
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This paper discusses from two aspects of case writing and PBL implementation experience. PBL cases should be based on professional requirements and reflect professional characteristics. Health inspection and quarantine cases targeted at application-oriented talent cultivation can be integrated into relevant experimental skills items. At the same time, the forms of case writing are expanded according to the differences of theme forms, which are designed as parallel cases and serial cases, so as to be applicable to the curriculum integration in different areas. In the implementation of PBL teaching, students' learning status is the key to the efficiency of classroom discussion, which determines whether the implementation of PBL is completely autonomous learning or embedded instruction. Teachers should establish cooperative learning atmosphere to improve the efficiency of classroom discussion
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Objective To improve the teaching effects of medical image processing.Methods Teaching content was reformed considering the problems encountered during clinical practice and research. Modern teaching methods such as problem-based learning and flipped classroom were adopted. In addition, professors from world famous Universities were invited to teach lessons.A website was also built for this course.Moreover,the students were encouraged to participate in after-class research.Finally,a new practice-based teaching mode with characteristic content and modern methods was developed.By adopting information technology,all-round students could be gifted with international vision.Results The students'interest was stimulated and their problem solving skills were improved.Conclusion The teaching effects of medical image processing can be largely improved by research,so that the students can not only master the course content well but also develop skills to solve practical problems.
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Objective To explore how to apply the teaching mode combined flipped class with PBL teaching method to improve college students' ability of English reading and writing and the effectiveness of classroom. Methods In the class of college English reading and writing, students at grade 2015 were randomly divided into two groups. The experimental group (43 students) was adopted the class teaching with " flipped class and PBL teaching method"and the control group (43 students) was adopted traditional class teaching mode taught by the same teacher. The teaching effects of two groups were studied in a comparative way. The students' final grade, related data in the learning process, students'view of the two teaching modes are studied by analysis of basic data and questionnaire. Results At the end of the semester, the results of the experimental group are better than those of the control group. In the survey of the two class teaching modes, the students in the experimental group spent more time in the learning process than that of the control group.Students think that the teaching mode combined flipped class and PBL teaching method not only improves their autonomic learning ability, classroom participation, the English reading and writing ability, but also helps them perform better in the average scores in the final exam compared to the traditional classroom. Students are more satisfied with the new classroom teaching mode than with traditional one. Conclusion The teaching mode combined flipped class with PBL teaching method can promote the students'autonomous learning, contribute to absorb and internalize knowledge, improve the students'learning interest and learning efficiency, and improve teachers teaching ability.
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Objective To discuss the video analysis basing on emergency process,and combined with the application effect on PBL(Problem based learning)teaching model in trauma simulation teaching for emergency undergraduate intern students. Methods There were 120 undergraduate intern students, coming to the hospital from January to December in 2016,been selected as subjects.The single month was the control group,and the bimonthly was observation group.Each group contained of 60 members.In the first week, two groups focused on the theoretical knowledge of wound treatment, emergency treatment process and watched the trauma disposing video. In the second and third weeks, followed the rotation of one to one clinical teaching methods. In the fourth week, the control group took regular simulation exercises. Teachers might intercept a case of rescuer video and use PBL teaching mode to guide the observation group. Students would discuss and use the first aid process analysis rescue video in 3-5 persons a group. And then compared with two groups in the theoretical score, simulation exercises performance and the evaluation of teaching results. Results After the teaching program,the theoretical score of observation group was 89.17±5.55,and the control group was 82.72±4.92(t=6.742,P<0.01).The simulation exercises score of observation group was 88.62±5.64,and the control group was 74.25±7.68(t=11.681, P<0.01). The evaluation score of teaching results of observation group was 91.55±4.32, and the control group was 83.64 ± 3.54 (t=10.973, P<0.01). The difference between two groups was statistically significant. Conclusion The use of the first aid process of video analysis combined with PBL teaching model can improve the trauma of the nursing students first aid ability,stimulate students'interest in self-study,and improve the ability of first aid and solving problems
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Objective Evaluation the effect to improve the eight-year program medical students` comprehensive ability between standard of PBL mode and complex scenarios PBL mode.Methods To comparative improved teaching quality between complex scenarios PBL teaching mode and standard of the PBL teaching mode by final exam scores and DREEM scale.Results The complex scenarios PBL teaching mode improve the ability of problem solving score significantly higher than the standard scores of PBL teaching mode at the start of analyzing questions and help students to stimulate interest, increase self-confidence, (P<0.05).Comparative analysis shows the comprehensive thinking ability of medical students has improved significantly.ConclusionsComplex scenarios PBL teaching mode can improve the ability of handling the students` study enthusiasm, comprehensive ability and strain capacity more effectively than that of standard PBL teaching mode.The obvious effect is worth promoting.
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[Objective] Based on the combination of teaching in the scientific scenario of PBL teaching mode improving the status of implementation of standardized teaching.[Methods]Firstly,domestic science teaching methods summary review and classification details of the traditional teaching methods,problem-centered teaching methods,teaching scenarios and situational approach combining four kinds of PBL teaching content as well as the first three inadequate teaching methods.And analysis showed that this method can promote standardization within science teaching implemented.[Results] The combination of PBL teaching scenarios for students can play an active role,while teachers also have some pedagogical implications.[Conclusion]The combination of PBL teaching scenario of higher professional level of teachers,innovation and professionalism requirements,etc.,in the teaching process,also requires teachers to have a certain ability to manage the classroom and modern teaching philosophy to fully mobilize students active learning.
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Objective To discuss the teaching outcomes of project draft design combined with PBL teaching method in TCM pharmaceutics technology.Methods Fifty students majoring in 2009 TCM Pharmaceutics Technolgy were divided into A and B groups. 25 students in group A were set as experimental group by using project draft design combined with PBL teaching method, while 25 students in group B were set as control group by using traditional teaching method. This study evaluated the effects of teaching methods through questionnaire and score analysis of the two groups.Results Students taught by project draft design combined with PBL teaching method generally believed that this teaching method can stimulate their learning interest, improve their ability of locating problems, solving problems, and comprehensively applying knowledge and enhance test scores.Conclusion Project draft design combined with PBL teaching method shows better teaching outcomes than traditional teaching method, which can cultivate students’ all-round ability and comprehensive quality.
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AlM:To investigate the effect of teaching mode of problem- based learning ( PBL ) in the teaching of medical students' clinical ophthalmology. METHODS: Five classes ( total 148 students ) were randomly selected as experimental group, using PBL method, at the same time another 5 classes ( total 151 students) were also randomly selected as control group, using lecture-based learning ( LBL) mode in 2010 grade. The scores of the experimental group were compared with control at the end of term. ln addition, students and teachers were respectively interviewed using self -administered questionnaire to obtain their evaluation for PBL practice. RESULTS:The mean scores of PBL group (78. 35±7. 63) were significantly higher than control group (71. 68±6. 37) (P CONCLUSlON:Using PBL teaching mode can highly improve the teaching effectiveness of clinical epidemiology, which is worth popularizing.
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Objective:To improve the comprehensive quality of medical students through developing the second class teaching of histology and embryology in the college of traditional Chinese medicine.Methods: Combined with the Problem-based learning guiding method, using a variety of teaching methods of teaching windows, self atlas, open labs and knowledge competition to carry vivid histology and embryology second class.Results: The second class may improve the students' interest in learning, train the practical ability and promote teamwork.Conclusion: The second class is a strong complement to the traditional form of teaching histology and embryology, effectiveness of teaching innovation is good in practice and contributes to the cultivation of talents of traditional Chinese medicine.
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Objective To explore the effect of problem-based 1earning (PBL) combined with PICO model in clinical nursing internship teaching.Methods A retrospective case-control study was adopted,133 undergraduate nursing students in grade 2010 were selected as theexperimental group,and 128 undergraduate nursing students in grade 2009 were selected as the control group.The students in the experimental group received a teaching method which combined PBL with PICO model,while the students in the control group received traditional teaching methods.The two groups were evaluated by Objective Structured Clinical Examination (OSCE) and questionnaire survey.Results The OSCE grade and evaluation of teaching method in the experimental group students were higher than the control group,the difference was statistically significant.Conclusions PBL combined with PICO model teaching methods are not only beneficial to cultivate and improve the clinical nursing competency and comprehensive qualities of the nursing students,but also let the students gradually learn and permeate the ideas of any decision made by clinician should be based on the scientific research results,which from the main thought of the evidence-based practice.It can lay a good foundation for going to work in the future,and is also worthy of being popularized and applied in clinical internship teaching of undergraduate nursing students.
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Objective To assess systematically the effect of problem-based learning (PBL) versus traditional methods in nursing students.Methods Relative literature was searched by computer at home and abroad.according to the inclusion and the exclusion criteria,which were analyzed by RevMan5.2 software,and literature selection and repetition were used according to the Note Express software.Results A total of 9 studies of randomized controlled or not randomized controlled trial were brought into the study by random effects model.A total of 1 187 were collected into the study,574 in the experimental group and 613 in the control group.According to subgroup analysis showed by measurement scale,problem-based learning (PBL) can significantly improve the critical thinking ability of nursing students.The results had high stability and reliability.Conclusions PBL teaching method can significantly improve the critical thinking ability of nursing students,and provide a better learning method for clinical teachers and students,which is worthy of further promotion.
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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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Objective Research the bilingual teaching of medical organic chemistry experiment. Methods PBL teaching method was used in bilingual teaching of medical organic chemistry experiment. Results As a result, we improved the effect of bilingual teaching in medical organic chemistry experiment. Conclusion Teaching research found that the teaching mode with a problem-centered and students-orientation approach has improved students' analysis and problem solving skills. During the process of teaching, the students have enhanced their enthusiasm of study.
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The evaluation system of PBL teaching was constructed to develop PBL teaching in combination with the characteristics of medical courses. It covered students evaluation system, teacher's evaluation, and teaching pattern system in all aspects of teaching. The present study was carried out through repeated verification in many clinical medicine curriculum and many grades of students, and standardized assessment model, a more mature evaluation system, has been fully applied. All the indices of the evaluation system were comprehensive in contents, scientific, objective, manipulated easily and with good results, which is worth promoting the application of PBL teaching in the future.
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Previous teaching of"Four Classic Subject" of TCM was a passive process for students to learn. Problem based learning (PBL), being an original teaching mode, could provoke activeness and conduce to group spirit of students.However, at present, there were problems such as inadequate teaching ability of teachers, not enough supply of teachers, short of corresponding teaching materials, and lack of independence and group spirit of students, which needed to be solved badly.
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The theory of Medical Immunology is independent,which includes a lot of new knowledge.Optimizing resource of medical immunology,recombinating knowledge structure,building knowledge framework and leading in PBL(Problem Based Learning) teaching method help to arouse students’studying interest and elevate teaching effect.
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PBL,problem based learning,is a kind of teaching model for resolving problems. Based on the present teaching situation of our university,my experience in NewYork University and my teaching experience for overseas students,this article elucidated the importance and necessity of PBL teaching model in overseas student education and put forward a suitable PBL teaching method.
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The PBL Teaching Method has implemented in the department of gynecology and obstetrics of Fudan University since 2004.This new method cultivates the students'ability to ask and answer the questions to collaborate,to comiderate problems conpletely and the ability to consult information and solve problems quickly.Teachers and department should improve the teaching and manage level.
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PBL works as a method based on problems,and its theory essence is the con-structivism.With the adjustment of the educational aim,the definition of faculty quality need change correspondingly.Under PBL medical education mode,"faculty"is no longer defined as the traditional"teacher",but as the promoter of medical knowledge for students and the participants of medical type reform.These two are the main characters of PBL medical faculty.