Discussion on Teaching Reform Method of Clinical Major Theory Course of Medical Undergraduate
Objective To explore the teaching method reform of senior clinical specialty theory course in medical undergraduate affiliated hospital.Methods A total of 62 students of clinical majors of Qilu Medical University in 2018 that from September 2021 to July 2022 were selected as the experimental group,adopted the problem-based learning(PBL)teaching reform based on the case-based learning(CBL).A total of 52 students of clinical majors of Weifang Medical University in 2019 that from September 2022 to July 2023 were selected as the control group,adopted the traditional lecture-based learning(LBL)teaching method.The evaluation was analyzed through the evaluation theory teaching,practical skills performance and questionnaire survey.Results The test results showed that the theoretical scores[(86.28±10.52)points],practical scores[(81.92±11.83)points]and total scores[(85.40±10.79)points]of students in the experimental group were higher than those of students in the control group[(79.46±11.42)points,(73.46±13.84)points and(78.27±11.91)points],the differences were statistically significant(P<0.05).The theoretical knowledge mastery rate and classroom satisfaction in the experimental group were higher than that of the control group,and the difference was statistically significant(P<0.001).Conclusion The PBL teaching mode based on CBL can fully mobilize students'initiative and enthusiasm in learning,improve their mastery of theoretical knowledge and clinical practice ability,and establish the thinking of evidence-based medicine,emembodies the teaching mode of new medical talent training,and the satisfaction is higher.
clinical thinkingmedical education reformnew medical disciplinediscipline integrationaffiliated hospitaltheoretical classroom
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维普
