Author(s)

Yuan Feng ¹, Sining Chen ¹, Yongping Zhu ¹, Zhanhua Li ¹, Ying Zhou ¹, Guoxiang Wang ², bead Zhu ³, Ying Jiang ⁴

Affiliation(s)

¹ Internal Science Teaching and Research Section of Ruikang Clinical Hospital of Medicine, Guangxi University of Traditional Chinese Medicine, postcode 530011, China
² Department of Academic Affairs, Ruikang Clinical Medical College, Guangxi University of Traditional Chinese Medicine, postcode 530011, China
³ Teacher Teaching Development Center of Guangxi University of Traditional Chinese Medicine, postcode 530200, China
⁴ Teaching and Research Section of Neurology, Ruikang School of Clinical Medicine, Guangxi University of Traditional Chinese Medicine, postcode 530011, China

Corresponding Author

Ying Jiang

ABSTRACT

Objective: To observe the application value of PBL teaching in clinical teaching. Methods: 200 students from September 2016 to June 2017, adopt the regular "one-to-many" teaching mode, set as a regular group. In 2015, our hospital carried out the PBL teaching method in the clinical internship. From September 2017 to June 2018,203 students in our hospital, adopted PBL teaching method, set as PBL group. The post-teaching results of the two groups of trainees were evaluated, and the acceptance, compliance and satisfaction of the two groups were compared. Results: Students in the PBL group had significantly higher scores on theoretical knowledge, professional operation, patient management and work attitude than in the conventional group. Students in the PBL group (99.51% & 86.5%), teaching compliance (99.01% & 93.05%) (P <0.05%).Conclusion: In the clinical teaching of PBL, the teaching method can obviously improve the theoretical and practical performance, improve the acceptance and compliance of teaching, and improve the students' satisfaction with teaching.

KEYWORDS

PBL teaching method, Internal science, Clinical teaching, Value analysis

CITE THIS PAPER

Yuan Feng, Sining Chen, Yongping Zhu, Zhanhua Li, Ying Zhou, Guoxiang Wang, bead Zhu and Ying Jiang, The Value of PBL Teaching Method in the Clinical Teaching of Internal Science. Advances in Educational Technology and Psychology (2022) Vol. 6: 74-78. DOI: http://dx.doi.org/10.23977/aetp.2022.060214.

REFERENCES

[1] Wang Lei, Zeng Jie, Yang Ya, the Application of Scene Model Belt Education in the Clinical Care Belt Education in the Department of Infectious Diseases [J].Qilu Journal of Nursing, 2012,18 (33): 133.
[2]Cui XY, Li Y, Liao H, et al. The application and problems of PBL in China’s medical education [J].Researches in Medical Education, 2010, 9(4):439-442.
[3] Ye Lei, Wang Wenjuan and Ye Yansheng Integrated Teaching Method in the Clinical Internship of Obstetrics and Gynecology Nursing [J]. Journal of Hubei University of Science and Technology, 2013, 33 (3): 201-202.
[4] Wang Chao, Zhou Lan. Application of Situation Simulation + Improving PBL Teaching in Chinese Medicine in Western Medicine Colleges [J].Journal of Qiqihar Medical College, 2018,39 (13): 1572-1574.
[5] Li Yuanfeng, Guo Chuang, Guo Yuan, Ren Shujun. Application of scenario simulation + modified PBL teaching method in TCM bone injury teaching [J].China Pharmaceutical Herald, 2017,14 (04): 127-130 + 134.
[6] Shi Chunying, Wang Shaomei, Cao Yujie, Lu Yanmei. Application of PBL teaching method in teaching ward rounds of neurosurgery [J]. Heilongjiang Medical Science, 2012, 35 (2): 8788.
[7] Li Dan, Lian Haifeng, Yan Wan Hua. Problems and Countermeasures of PBL in Nursing Undergraduate Education [J].Chinese Modern Nursing Journal, 2012, 18 (16): 19471949.
[8] Feng Yuan, Zhou Jihong, Jiang Ying, Liu Xudong, Pang Jianli, Chen Guangqi. Application value of PBL and WeChat platform in science teaching [J].Modern Distance Education in China, 2016, 14 (23): 10-11.
[9] Feng Yuan, Zhou Jihong, Jiang Ying, Liu Xudong, Pang Jianli, Chen Guangqi.Joint application effect of PBL teaching method combined with LBL teaching method in internal science teaching [J].Chinese Continuing Medical Education, 2016,8 (26): 7-9.
[10] Ye Tianhui, Hu La first. Application of case pedagogy in the training of new pediatric nurses [J]. Chinese Modern Nursing Journal, 2010,16 (30): 3689-3690.
[11] Li Junjie, Li Xiao, Zhao Wei, Yue Shuqiang, Wang Desheng, Wang Jianfeng, Dou Kefeng. Application of CBL Joint PBL Teaching Model in General Surgery Teaching [J].Basic Medical Education, 2013,15 (4): 410-413.
[12] Ma Weiguang, Guo Aimin, Chen Jingli, Liang Tao. Effect of PBL pedagogy on the clinical independent learning ability of undergraduate nursing students [J]. Chinese Modern Nursing Journal, 2009, 15 (14): 1371-1372.
[13] Feng Yuan, Tang Youming, Chen Sining, Wang Guoxiang, Zhou Ying, Jiang Ying. Comprehensive application of multiple teaching mode (translocation type, case type, PBL) [J].Think-tank era, 2019, (212): 266-267.
[14] Feng Yuan, Chen Xining, Sheng Qingshou, Liu Xudong, Jiang Ying, Li Ruixiang. Study of Evidence-based Medicine PICOS Model Combined with PBL Teaching in Clinical Teaching of Pulmonary Evidence [J].Continuing Medical Education in China, 2015,7 (6): 6-7.

Sponsors, Associates, and Links

---

• Curriculum and Teaching Methodology
  
  
• Transactions on Comparative Education
  
  
• Applied & Educational Psychology
  
  
• Advances in Vocational and Technical Education
  
  
• Adult and Higher Education