Comparative study of PBL and LBL in medical imaging practice teaching / 中华医学教育探索杂志

ABSTRACT

Objective To investigate the application of PBL and LBL teaching in medical imag-ing teach-ing. Methods Totally 124 five-year clinical students were divided into two groupsPBL teaching (n=57)and LBL teaching(n=67). Teaching in PBL group was conducted through the following 6 proce-duresgrouping-giving cases-asking questions-establishing hypothesis-collecting data-hypoth-esis testing-team summarizing. Teaching in LBL group was conducted mainly by teachers with multime-dia, course-ware,wall charts,models,samples,etc and finally summarized by teachers. Effect was eval-uated by reading test,closed-book exam and questionnaire survey. t test was employed to do statically analysis,with P≤0.05 being statistical differences. Results Reading test score ((82.4±14.8)vs (74.5±9.7))and case analysis score((13.9±5.1)vs (10.2±6.1))were higher in PBL group than in LBL group(P≤0.05). Most students in PBL group appreciated the teaching method. Conclusions PBL teaching can help improve the clinical analysis of students and is welcomed by students. Moreover, PBL,as a supplement of traditional teaching,can initiate the learning interests and enhance the innova-tion of students.