Preliminary study on WPBL teaching method in microbiological test teaching / 中华医学教育探索杂志

ABSTRACT

Objective To explore the effect of WPBL teaching method in microbiologicla test teach-ing. Method A total of 120 students majoring in clinical laboratory medicine were divided into the experi-mental group (WPBL teaching) and the control group (the traditional teaching) with 60 in each group in 2015. Results Questionnaire survey showed that in the experimental group, 92.6％of the students believe that WPBL teaching method can stimulate learning interest and promote student self-directed learning, 97.3％ believe that WPBL teaching method can improve the ability to analyze and solve problems, 94.7％believe that WPBL teaching method can strengthen teamwork and promote learning exchanges, and 99.6％hold that WPBL teaching method can help them recognize the importance of microbiological tests in the di-agnosis of clinical infectious diseases. The final scores and the usual performance of the experimental group were (75.23 ±11.21) and (24.15 ±1.71), respectively, while those of the control group were (63.42 ±8.21) and (20.26±1.48), respectively. The differences were statistically significant (P<0.005). Conclusions PBL teaching method can fully integrate teaching resources, stimulate students' enthusiasm and initiative, improve students' comprehensive qualities, including the ability to analyze and solve problems, teamwork ability and critical thinking ability, and improve the quality and effect of microbiological test teaching.