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Objective:To explore the influences of WeChat platform combined with problem-based learning (PBL) teaching method on the theoretical examination results, practical skills scores and satisfaction of nursing students in operating room.Methods:A total of 124 undergraduate nursing students from June 2018 to December 2019 from the operating room of The Affiliated Women's and Children's Hospital, School of Medicine, UESTC were selected as the control group, among which, 62 nursing students from June 2018 to March 2019 were selected as the control group, and 62 nursing students from April to December 2019 were selected as the research group. The control group adopted the traditional teaching method, and the research adopted WeChat platform combined with PBL teaching method. The results of theoretical examination, skill practice, preparation for autonomous learning, critical thinking ability and teaching satisfaction were compared between the two groups. SPSS 23.0 was used for t test. Results:The scores of theory examination and skill practice in the study group were higher than those in the control group ( P<0.05); after practice, the scores of self-management, love of learning and self-control in the study group were higher than those in the control group ( P<0.05); after practice, the scores of the three dimensions of curiosity, truth seeking, systematization ability and total score in the study group were all higher than those in the control group ( P<0.05); the satisfactions of the research group on teaching content, teaching problem design and teaching effect were higher than those of the control group ( P<0.05). Conclusion:The combination of WeChat platform and PBL teaching method can improve the knowledge mastery level of nursing students in operating room, cultivate their self-learning ability and critical thinking ability, and nursing students are more satisfied with the teaching mode.
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@#AIM: To explore the teaching effect of problem-based learning(PBL)on cultivating students' clinical thinking in clinical practice teaching of ophthalmology. <p>METHODS: A total of 141 clinical undergraduate students were selected to attend the ophthalmology course in the first semester of the 2017-2018 academic year, students were randomly assigned to the traditional lecture based learning(LBL)teaching group of 69 and the PBL model teaching group of 72 in the clinical practice class. The two groups of students studied the same courses at the early stage, and there was no statistically significant difference in college entrance examination scores, gender, age, and practice time of ophthalmology(<i>P</i>>0.05). At the end of the internship, the teaching effects of the two teaching methods were compared and analyzed by means of students' curriculum assessment questionnaire survey and the clinical examination results. <p>RESULTS: The evaluation of students' satisfaction with the training of various abilities of the course showed that the satisfaction of each ability of the PBL teaching group was higher than that of the traditional teaching group(LBL). Among these abilities, there were statistically significant differences in learning interest improvement, knowledge expansion ability, problem-solving ability and doctor-patient communication ability(<i>P</i><0.05). The PBL group was higher than LBL group in terms of case analysis and skill operation in clinical assessment, and the difference was statistically significant(<i>P</i><0.05). <p>CONCLUSION: PBL teaching method is more effective in clinical practice teaching of ophthalmology, which is beneficial to train clinical thinking and improve teaching quality.
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@#Through comparing problem-based learning and lecture-based learning, the PBL teaching can improve the learning interest and self-learning ability of students and also can accomplish the task of teaching better.
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Objectiove To explore the teaching effectiveness of PBL teaching methods in the science of five senses teaching. Methods Random clinical medical students admitted in 2006 in our college were divided into 2 groups,PBL teaching methods were used in experimental group, and traditional teaching methods in the control group. Results The excellent and failure rates of the final exam scores of the students in the experimental group were 78.51% and 0.83% respectively,while in the control group were 47.62% and 8.73% respectively. After statistical treatment,compared with the excellent and failure rates in the experimental group and in the control group,the difference is of high significance. Conclusion The teaching effectiveness of PBL teaching methods in the science of five senses is better,which is worthy of promotion.
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Objectiove To explore the teaching effectiveness of PBL teaching methods the teaching of cardiothoracic surgery.Methods Random clinical medical intern students 2008-2009 in our department were divided into 2 groups,with PBL teaching methods used in experimental group,and traditional teaching methods in the control group.Results The excellent and failure rates of the exam scores of the students in the experimental group were 75% and 4% respectively.while in the control group were 43% and 18% respectively.After statistical treatment,compared with the excellent and failure rates in the experimental group and in the control group,the difference is of high significance.Conclusion PBL teaching method in cardiothoracic surgery in the teaching effectiveness of teaching is better,worthy of promotion.
