Application of PBL Combined with CTTM Teaching Method in Practice Teaching of Benign Prostatic Hyperplasia in Urology
Objectives This study aims to analyze the effects of problem-based teaching method(PBL)and case three-dimensional teaching method(CTTM)in practice teaching of benign prostatic hyperplasia in Urology.Methods A total of 60 five-year undergraduates majoring in clinical medicine admitted to the urology department of the Affiliated Huaian No.1 People's Hospital of Nanjing Medical University from July 2020 to June 2022 were randomly divided into the routine group(30 cases)and the joint group(30 cases).The combined teaching mode of PBL and CTTM was given to the joint group,and the traditional teaching mode was given to the routine group.The theoretical test scores and Mini-CEX scores were used to evaluate the teaching effects of the two groups.The satisfaction questionnaire survey was used to compare the satisfaction of the interns.Results In the theoretical test,the single-choice scores of the joint group and the routine group(45.53±1.55)points vs.(44.73±1.43)points were not significantly different.The multiple-choice,case questions and total scores of the joint group were higher than those of the routine group(24.10±1.84)points vs.(22.20±2.31)points,(14.00±2.73)points vs.(11.87±1.96)points,(83.63±4.92)points vs.(78.80±4.87)points,and the difference was statistically significant.In the Mini-CEX scale score,the joint group was higher than the routine group in terms of medical history inquiry,physical examination,clinical judgment,tissue efficacy,and overall performance(6.56± 0.50)points vs.(6.03±0.61)points,(5.97±0.72)points vs.(5.30±0.88)points,(6.13±0.78)points vs.(5.70± 0.65)points,(5.83±0.75)points vs.(5.33±0.61)points,(6.03±0.72)points vs.(5.40±0.50)points,and the difference was statistically significant.There was no statistical difference between the two groups in the two dimensions of communication skills and humanistic care(5.73±0.74)points vs.(5.40±0.67)points,(5.90±0.61)points vs.(5.63±0.49)points.In the satisfaction survey,60 questionnaires were sent out and 60 were collected.The joint group's recognition rates for stimulating learning interest,improving autonomous learning ability,enhancing teamwork ability,and improving clinical thinking ability were higher than those of the routine group[93.33％(28/30)vs.50％(15/30),90％(27/30)vs.53.33％(16/30),86.67％(26/30)vs.46.67％(14/30),93.33％(28/30)vs.50％(15/30)],and the differences were statistically significant.Conclusions In the clinical teaching of prostatic hyperplasia in urology,the application of PBL and CTTM teaching methods helps consolidate students'theoretical knowledge and improve their clinical thinking ability,which is feasible and worthy of promotion.
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