Effectiveness of the Problem-Based Learning (PBL) with Case-Based Learning (CBL) Combined Teaching Method in Clinical Practical Teaching of Thyroid Surgery
Description
Objectives: To evaluate the effectiveness and efficiency of the PBL-CBL combined teaching in thyroid surgery and observe from the students’ perspective and satisfaction in the learning process. Methods: We enrolled the fourth-year students majoring in clinical medicine and residents from September 2014 to June 2019. These participants were randomly allocated into either the PBL-CBL combined teaching group or the traditional lecture-based classroom group to attend course on the chapter of thyroid nodules. Both pre-class and post-class quizzes were conducted. The same anonymous questionnaire to evaluate their perception and experience were also required. Results: The pre-class quiz score in the Traditional group was significantly higher than that in the PBL-CBL group (P＜0.001). After class, in the PBL-CBL group, the mean total quiz score, basic knowledge score and case analysis score significantly increased respectively(P＜0.001). The performance improvement of the PBL-CBL group was significantly higher than that of the Traditional group (from 52.76 to 67.51 vs. from 67.03 to 71.97).The scores of learning motivation, understanding, student-teacher interaction, final examination, communication skills, clinical thinking skills, self-learning skills, teamwork skills and knowledge absorption in the surveys were significantly higher in the PBL-CBL group than in the Traditional group (P＜0.001). Meanwhile, the score of free time consumed in the surveys were significantly lower in the PBL-CBL group than in the Traditional group (P＜0.001). Conclusions: PBL combined with CBL is an effective method for medical students and residents to improve their performance and enhance clinical skills.