Comparative Study of Online PBL and Traditional PBL Teaching Methods in Gynecology and Obstetrics With Multidisciplinary Integration
Objective To explore the effect of online problem-based learning(PBL)teaching in gynecology and obstetrics under the background of multidisciplinary integration in the undergraduate teaching of PBL teaching method.Methods A total of 203 students who were PBL interns in the Third Affiliated Hospital of Guangzhou Medical University in April 2022 were selected and divided into experimental group(n=153)and control group(n=50)according to different teaching methods.The experimental group was administered the online PBL teaching method,while the control group was administered the traditional PBL teaching method.The standardized forms was used to evaluate the students'abilities including participation,case preparation,literature review ability,innovative thinking ability,problem-solving ability,critical thinking ability,induction and organization ability,communication and expression ability,team cooperation ability,and to make a comparative analysis by tutors.Results Compared to the control group,the experimental group had higher scores of innovative thinking ability[(7.99±0.82)points vs.(7.60±0.73)points],problem solving ability[(8.46±0.75)points vs.(8.08±0.88)points]and critical thinking ability[(7.93±0.82)points vs.(7.58±0.81)points].The difference was statistically significant(P<0.05).Conclusion In the multidisciplinary integration of obstetrics and gynecology teaching,compared with the traditional PBL teaching method,online PBL teaching method is a better teaching mode,which can help undergraduates develop innovative thinking ability,problem-solving ability and critical thinking ability.
problem-based learningPBL teaching methodonline teachingface to face learningundergraduate teachingobstetrics and gynecologymultidisciplinary integration
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维普
