Application of PBL combined with situational teaching in medical rescue of nuclear emergency teaching / 中华医学教育探索杂志

ABSTRACT

Objective:To explore the application effect of problem-based learning (PBL) combined with situational teaching in medical rescue of nuclear emergency teaching.Methods:The 100 students from Batch 2017 of the Army Medical University were selected as the teaching objects, and the nuclear emergency medical lessons were divided into two parts the control group (the first 20 lessons) and the experimental group (the last 20 lessons). The control group adopted traditional teaching method, the experimental group adopted PBL teaching mode for theoretical teaching, and situational teaching method for skill practices. The teaching effect of the two groups of students were examined by theoretical examination, skill practical assessment and questionnaire survey. SPSS 17.0 was used for chi-square test.Results:Theoretical examination results of experimental group (77.10±8.11) were higher than those of control group (73.97±7.93), with significant differences ( P<0.01). Practical assessment results of experimental group (78.40±6.35) was higher than those of control group (71.04±7.51), with significant differences ( P<0.01). Concerning the results of theoretical examination, practical assessment and student self-evaluation, the experimental group was superior to the control group in all aspects (all P<0.05). Conclusion:Compared with traditional teaching methods, the PBL combined with situational teaching could encourage the learning interest of students, enhance their ability of independent learning, promote them to master the knowledge and skills of medical rescue of nuclear emergency adroitly, cultivate their team spirit and elevate the practical ability of students.