Application of PBL Teaching Method Based on ARCS Theory in Undergraduate Clinical Practice Teaching
Objective To explore the application of PBL teaching model based on ARCS theory in undergraduate clinical practice teaching.Methods Select clinical undergraduate students who interned at the First Affiliated Hospital of Nanjing Medical University from December 2020 to December 2022 as the research subjects.Divided into a control group(25)and an experimental group(26),the control group adopts traditional teaching methods,while the experimental group adopts PBL teaching mode based on ARCS theory.Compare the theoretical knowledge assessment and operational skills assessment scores of two groups of medical students,as well as their mastery of basic concepts,clinical manifestations,diagnostic criteria,and treatment principles of the disease.Results The theoretical knowledge assessment score of the experimental group[(92.65±3.62)points]and the operational assessment score[(92.59±2.59)points]were significantly higher than the theoretical assessment score of the control group[(87.03±3.52)points]and the operational assessment score[(87.25±2.44)points],and the difference was statistically significant(P<0.05).The experimental group had a better understanding of the basic concepts,clinical manifestations,diagnostic criteria,and treatment principles of the disease than the control group,and the difference was statistically significant(P<0.05).Conclusion Compared with traditional teaching models,the PBL teaching model based on ARCS theory enriches medical students'theoretical knowledge and improves their operational skills.The mastery of basic concepts,clinical manifestations,diagnostic criteria,and treatment principles of diseases is also relatively improved.
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