• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文OA文献 >The effectiveness of the combined problem-based learning (PBL) and case-based learning (CBL) teaching method in the clinical practical teaching of thyroid disease
【2h】

The effectiveness of the combined problem-based learning (PBL) and case-based learning (CBL) teaching method in the clinical practical teaching of thyroid disease

机译：基于问题的学习（PBL）和基于案例的学习（CBL）教学方法的有效性在甲状腺疾病的临床实践教学中

代理获取
本网站仅为用户提供外文OA文献查询和代理获取服务，本网站没有原文。下单后我们将采用程序或人工为您竭诚获取高质量的原文，但由于OA文献来源多样且变更频繁，仍可能出现获取不到、文献不完整或与标题不符等情况，如果获取不到我们将提供退款服务。请知悉。
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

Abstract Background This study aimed to evaluate the effectiveness and efficiency of PBL–CBL combined teaching in thyroid surgery and make observations from the students’ perspectives, based on their satisfaction with the learning process. Methods We prospectively enrolled 354 fourth-year students majoring in clinical medicine, along with 232 residents, from September 2014 to June 2019. These participants were randomly allocated into either the combined PBL–CBL teaching group or the traditional lecture-based classroom group to attend a course about thyroid nodules. Both pre- and post-class quizzes were conducted. An anonymous questionnaire was also administered to both groups to evaluate the students’ perceptions and experiences. We compared the two teaching methods among all the students as well as with the fourth-year students and residents in subgroups. Results The traditional group’s pre-class quiz scores were significantly higher than the PBL–CBL group’s (as determined by a two-tailed t-test at a 95% confidence interval, T = 16.483, P < 0.001). After class, in the PBL–CBL group, the mean total quiz score and the basic knowledge and case analysis scores increased significantly (P < 0.001). The PBL–CBL group’s performance improvement was significantly higher than the traditional group’s (increasing from 52.76 to 70.51 vs. from 67.03 to 71.97). Furthermore, the scores for learning motivation, understanding, student–teacher interaction, the final examination, communication skills, clinical thinking skills, self-learning skills, teamwork skills, and knowledge absorption, as measured by the survey, were significantly higher in the PBL–CBL group than in the traditional group (P < 0.001). Meanwhile, the survey scores representing the amount of students’ free time the course consumed were significantly lower in the PBL–CBL group than in the traditional group (P < 0.001). Conclusions PBL combined with CBL may be an effective method for improving medical students’ and residents’ performance and enhancing their clinical skills.
机译：摘要背景本研究旨在评估PBL-CBL组合教学在甲状手术中的效果和效率，并从学生的角度取得观察，根据他们对学习过程的满意度。方法对临床医学的前瞻性招收354名学生，以及2014年9月至2019年6月的232名居民。这些参与者被随机分配到合并的PBL-CBL教学集团或传统的讲座课堂组参加关于甲状腺结节的课程。进行了预先和级后测验。匿名问卷也被管理到两组，以评估学生的看法和经验。我们比较了所有学生中的两种教学方法以及亚组中的第四年的学生和居民。结果传统集团的预级测验评分显着高于PBL-CBL组（如在95％置信区间的双尾T检验，T = 16.483，P <0.001）。课后，在PBL-CBL组中，平均总测验得分和基本知识和案例分析得分显着增加（P <0.001）。 PBL-CBL组的性能改善明显高于传统群体（从52.76增加到70.51伏，从67.03增加到71.97）。此外，通过调查测量的学习动机，理解，学生教师互动，最终检查，沟通技巧，临床思维技能，自学技能，团队合作技能以及知识吸收，在PBL中显着高得多-CBL组比传统组（P <0.001）。与此同时，表达学生空闲时间数量的调查分数在PBL-CBL组中消耗的课程显着低于传统组（P <0.001）。结论PBL与CBL合并，可以是改善医学生和居民绩效的有效方法，提高其临床技能。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
代理获取

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号