The Effect and Satisfaction Analysis of the Problem-based Teaching Method Based on Differential Diagnosis in Video Practice Teaching
Objective To evaluate the effect of problem-based learning (PBL) based on differential diagnosis in video practice teaching and its impact on the satisfaction of practice. Methods Fifty-six interns who received imaging prac-tice teaching in Jiangmen Xinhui District People's Hospital from June 2022 to December 2023 were selected as the re-search objects. According to the order of practice time,they were divided into control group (n=28,using conventional teaching method) and observation group (n=28,using PBL teaching method based on differential diagnosis). The theo-retical assessment,skill assessment,autonomous learning ability and internship satisfaction of the two groups were compared. Results After practice,the scores of theory assessment,independent learning ability and internship satis-faction were higher in the observation group,and the differences were statistically significant (all P<0.05). The scores of image description was 26.49±0.65,diagnosis opinion was 25.98±0.65 and differential diagnosis was 34.68±1.32 in the observation group,higher than those in the control group 24.62±0.80,24.37±0.76 and 31.37±1.49,the differences were statistically significant (t=9.599,8.519,8.799,all P<0.001). Conclusion Implementing the PBL teaching method based on differential diagnosis in imaging internship teaching can improve teaching quality,internship satisfaction,en-hance self-learning ability,and have clinical reference significance.
万方数据
维普
