Application of PBL combined with CBL teaching method in probationary teaching of osteoporotic disease
Objective To compare the application value of problem-based learning(PBL)combined with case-based learning(CBL)teaching method in the probationary teaching of osteoporotic disease in orthopedics.Methods A total of 86 interns in Grade 2017 majoring 5-year clinical medicine of Zhejiang University School of Medicine in Osteoporotic Specialist Group,Department of Orthopedics,Sir Run Run Shaw Hospital,Zhejiang University School of Medcine from July 2020 to July 2021 were randomly divided into the experimental group(n=43)which adopted PBL combined with CBL teaching and the control group(n=43)which adopted traditional teaching.After 45 class-hour teaching,the application effects of different teaching methods in the two groups were evaluated by comparing the theoretical knowlege and clinical operation assessment scored,ability self-assessment scores and teaching satisfaction scores.Results Compared with the control group,the scores of students in experimental group in theoretical knowledge assessment,clinical operation assessment,theoretical knowlege ability self-assessment,clinical operational ability self-assessment,self-learning ability self-assessment,teamwork ability self-assessment and some aspects of teaching satisfaction,such as teaching content,teaching method,teaching media,teacher guidance and student experience were higher than those of students in control group.The differences were all statistically significant(all P<0.05).Conclusions The application of PBL combined with CBL teaching method in the probationary teaching of osteoporotic disease is more conductive to students mastering professional theoretical knowledge and operational skills,helping to cultivate students'autonomous learning ability and teamwork ability,improving teaching satisfaction and promoting teaching and learning.
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