The application research of PBL teaching method in "Chinese internal medicine" teaching / 国际中医中药杂志

ABSTRACT

Objective This paper explores the application effects of the teaching mode of"Problem-based Learning (PBL)" in Chinese internal medicine teaching. Methods 73 students from the major of traditional Chinese medicine from the First Clinical Medical College of Shandong University of Traditional Chinese Medicine are divided into observation group(36)and control group(37)with the random number table. Two different teaching methods, i.e., PBL and LBL (Lecture Based Learning), are employed to carry out prospective and randomized controlled study at parallel level, and then questionnaire are used to evaluate the teaching effects. Results The average scores of the observation group are high than those of the controlled group in the following aspectsthe active classroom atmosphere(3.5 ± 0.6 vs.3.2 ± 0.6,t=2.275),improving classroom attention(3.6 ± 0.6 vs.3.2 ± 0.7,t=2.778),benefiting to the grasping of knowledge(3.5 ± 0.6 vs.3.0 ± 0.6,t=2.818), improving the self-taught ability(3.6 ± 0.6 vs.3.0 ± 1.1,t=2.935),improving the ability of analyzing problems(3.7 ± 0.5 vs. 3.1 ± 1.0, t=3.072), improving TCM thinking ability (3.5 ± 0.6 vs. 3.1 ± 0.9, t=2.431), enhancing the cooperative ability(3.6 ± 0.6 vs.3.0 ± 1.0,t=3.049),improving the communication ability(3.7 ± 0.5 vs.3.0 ± 1.0, t=3.864)and improving the innovation consciousness(3.2 ± 0.7 vs.2.7 ± 0.9,t=2.423)(P<0.05 or P<0.01).The score of the comprehensive evaluation of the questionnaire in the observation group are higher than that in the controlled group (P<0.01). Conclusions PBL teaching method has remarkable advantages over LBL teaching method in training the knowledge, ability and quality of students, as well as the overall teaching effect.