Application of CBL and PBL Teaching Method in the Teaching of General Surgery
Objective To explore the teaching effect of case-based learning(CBL)and problem-based learning(PBL)teaching method in the teaching of general surgery.Methods A total of 80 undergraduate students majoring in clinical Chinese Medicine from Anhui University of Traditional Chinese Medicine from September 2021 to December 2021 were randomly selected and divided into two groups,with 40 students in each group.CBL combined with PBL teaching method(CBL+PBL group)and lecture-based learning(LBL)teaching method(LBL group)were implemented respectively.After the course is completed,compare the proficiency in teaching material,the level of satisfaction,the scores from post-lecture exams,and the results of clinical skills evaluations among the two groups of students.Results The total score of general surgery of the CBL+PBL group was(79.30±9.29)points,which was higher than that of the LBL group[(70.25±9.56)points];the practical ability score of the CBL+PBL group was(79.55±7.20)points,which was higher than that of the LBL group[(58.45±5.92)points],and the differences were statistically significant(P<0.001).Questionnaire survey showed that the satisfaction scores of teaching content and examination in CBL+PBL group were(9.48±1.15)points and(9.7±0.91)points respectively,which were higher than those in LBL group[(8.28±2.44)points,(8.88±2.00)points],the differences were statistically significant(P<0.05).Conclusion Compared with LBL teaching method,CBL and PBL teaching method can improve students'interest in the course and their mastery of theoretical knowledge and clinical practice skills.
surgeryPBLCBLLBLtraditional Chinese Medicineteaching mode
万方数据
维普
