Multi-element integrated teaching mode based on Problem-Based Learning in improving clinical diagnosis and treatment ability
Objective To investigate the effect of multi-element integrated teaching mode of Problem-Based Learning(PBL)as the main body combined with Team-Based Learning(TBL),Case-Based Learning(CBL)and Traditional Lecture-Based Learning(LBL)on the ability improvement of teaching and clinical diagnosis and treatment in integrated traditional Chinese and Western respiratory medicine.Methods Sixty clinical medical graduate students of Grade 2023 in Zhengzhou University People's Hospital were randomly divided into observation group(n=30)and control group(n=30).The students in observation group received one CBL+LBL course and one PBL+TBL course per week in the multi-element integrated teaching mode(PBL as the main body,in combination with TBL,CBL and LBL),3 class hours(120 min)each course,totally for 5 weeks.The students in control group received two courses per week in LBL mode,with 3 class hours(120 min)each course,totally for 5 weeks.Both two groups received professional knowledge exams(3 items:traditional Chinese medicine,Western medicine,integrated traditional Chinese and Western medicine)before and after training.The satisfaction was evaluated through questionnaire(10 items:learning interest in traditional Chinese medicine,and ability of four traditional Chinese medical diagnostic methods,mastery of basic theoretical knowledge of traditional Chinese medicine,comprehensive analysis ability,exploration and innovation ability,self-learning ability,literature review ability,language expression ability,team cooperation ability,and teaching method satisfaction)after training in two groups.Results The traditional Chinese medicine scores(72.83±3.31,67.10±2.63),Western medicine scores(90.03±3.46,88.80±3.08),integrated traditional Chinese and Western medicine scores(85.53±3.42,83.47±3.15)and total scores(82.25±3.20,79.05±2.43)were higher in observation and control groups after training than those before training(63.17±2.07,63.00±1.95;79.90±1.63,79.80±1.86;76.07±1.76,76.03±1.83;72.44±1.11,72.33±1.25)(t=-17.267,-8.623,-11.692,-12.514,-15.721,-15.010,-15.831,-18.067;all P values＜0.05),and showed no significant differences between two groups before training(t=-0.321,-0.221,-0.072,-0.371;all P values＞0.05).The traditional Chinese medicine score,integrated traditional Chinese and Western medicine score,and total score were higher in observation group than those in control group after training(t=-7.424,P＜0.001;t=-2.435,P=0.018;t=-4.362,P＜0.001),and Western medicine score showed no significant difference between two groups(t=-1.459,P=0.150).The satisfaction rates in learning interest in traditional Chinese medicine,ability of four traditional Chinese medical diagnostic methods,mastery of basic theoretical knowledge of traditional Chinese medicine,comprehensive analysis ability,exploration and innovation ability,self-learning ability,literature review ability,language expression ability,team cooperation ability and teaching method were higher in observation group(53.33％,53.33％,56.67％,46.67％,50.00％,50.00％,46.67％,43.33％,56.67％,56.67％)than those in control group(20.00％,23.33％,23.33％,16.67％,23.33％,23.33％,13.33％,13.33％,23.33％,26.67％)(Z=-2.049,-2.025,-2.336,-3.027,-2.091,-1.992,-3.263,-3.138,-2.221,-1.976;all P values＜0.05).Conclusion Compared with LBL,the PBL-based multi-element integrated teaching mode is more effective in the teaching of integrated traditional Chinese and Western respiratory medicine,and it can improve the theoretical knowledge,skill level,and diagnosis and treatment ability of clinical medical graduate students.
Problem-Based Learningrespiratory medicineclinical diagnosis and treatmentintegrated traditional Chinese and Western medicine
NETL
NSTL
万方数据
