Effect of OBE+PBL teaching mode on standardized training in clinical diagnosis and treatment of premature ejaculation
Objective To compare and evaluate the effect of outcome based education (OBE)+problem-based learning ( PBL),PBL and traditional teaching mode on the standardized training of premature ejaculation ( PE) clinical diagnosis and treatment.Methods The research objects were from students in the training course of standardized diagnosis and treatment of andrology physicians in Anhui Province in 2019.All students were randomly assigned to OBE+PBL teaching group,PBL teaching group and traditional teaching group ( 20 students in each group ) .After the training,the students in each group received the practice assessment of PE diagnosis and treatment and the questionnaire feedback of the teaching effect.Results The PE diagnosis and treatment practice assessment results of the OBE+PBL teaching group and the PBL teaching group were all better than that in the traditional teaching group (P<0.05).Students in the OBE+PBL teaching groups also showed significantly better clinical thinking and communication skills than those in the PBL teaching groups (P<0.05).In terms of questionnaire feedback on teaching effect,OBE+PBL and PBL teaching groups all had better practical ability,learning enthusiasm and doctor-patient communication ability (P<0.05),moreover,OBE+PBL teaching group was superior to PBL teaching in practical ability and doctor-patient communication ability (P<0.05).Conclusion PBL teaching with OBE concept is first applied in PE standardized diagnosis and treatment training.The organic combination of OBE and PBL teaching mode also has significant advantages in improving the practical ability of PE diagnosis and treatment,which provides teaching reference for exploring the standardized diagnosis and treatment training of andrologists.
outcome based educationproblem based learningprospermiastandardized training
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NSTL
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