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| Clinical application effect of PBL combined with LBL teaching mode in clinical practice teaching of thyroid surgery |
| GONG Yanping1 ZOU Xiuhe1 LIU Feng1 LIU Chang2 YUAN Bo3 WEI Wuran4 |
1.Department of Thyroid Surgery, West China Hospital of Sichuan University, Sichuan Province, Chengdu 610041, China;
2.Department of Liver Surgery, West China Hospital of Sichuan University, Sichuan Province, Chengdu 610041, China;
3.Special Needs Ward, West China Hospital of Sichuan University, Sichuan Province, Chengdu 610041, China;
4.Department of Urology Surgery, West China Hospital of Sichuan University Institute of Urology, West China Hospital of Sichuan University, Sichuan Province, Chengdu 610041, China |
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Abstract Objective To explore the clinical application effect of problem-based learning (PBL) combined with lecture-based learning (LBL) in clinical practice teaching of thyroid surgery. Methods One hundred clinical undergraduates who came to West China Hospital of Sichuan University for thyroid surgery practice in March 2018 were selected as the subjects of study. They were divided into control group (n = 50, LBL teaching method) and experimental group (n = 50, PBL combined with LBL teaching mode) according to random number table method, the internship lasted for 3 months. At the end of the study, the students′ theoretical achievements and operational skills were assessed to evaluate the teaching effect. The subjective evaluation of students′ satisfaction with teaching and experts′ evaluation of teaching effect was compared. Results The scores of professional theory knowledge, clinical operation skills, medical record writing and medical record analysis and discussion of undergraduates in experimental group were higher than those in control group, and the difference was statistically significant (P < 0.05). The experimental group undergraduates′ interest in learning, clinical thinking ability, mastery of knowledge points, learning efficiency, curriculum arrangement, self-study ability and innovation scores were higher than those of control group, with statistical significance (P < 0.05). Experts′ evaluation results on teacher′s teaching plan design, medical record writing and analysis, problem discussion, clinical practice and teaching effect in experimental group were better than those in control group, and the difference was statistically significant (P < 0.05). Conclusion PBL combined with LBL teaching mode has a good clinical application effect in clinical practice teaching of thyroid surgery. It can improve students′ examination results, cultivate students′ ability to discuss and solve problems collectively and students′ comprehensive quality. It has obtained higher satisfaction from experts and students. It is worthy of further promotion in clinical practice teaching.
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