Abstract
BackgroundThe most common teaching method used in China is lecturing, but recently, efforts have been widely undertaken to promote the transition from teacher-centered to student-centered education. The patient-oriented problem-solving (POPS) system is an innovative teaching-learning method that permits students to work in small groups to solve clinical problems, promotes self-learning, encourages clinical reasoning and develops long-lasting memory. To our best knowledge, however, POPS has never been applied in teaching immunology in China. The aim of this study was to develop POPS in teaching immunology and assess students’ and teachers’ perception to POPS.Methods321 second-year medical students were divided into two groups: I and II. Group I, comprising 110 students, was taught by POPS, and 16 immunology teachers witnessed the whole teaching process. Group II including the remaining 211 students was taught through traditional lectures. The results of the pre- and post-test of both groups were compared. Group I students and teachers then completed a self-structured feedback questionnaire for analysis before a discussion meeting attended only by the teachers was held.ResultsSignificant improvement in the mean difference between the pre- and post-test scores of those in Groups I and II was seen, demonstrating the effectiveness of POPS teaching. Most students responded that POPS facilitates self-learning, helps them to understand topics and creates interest, and 88.12% of students favored POPS over simple lectures. Moreover, while they responded that POPS facilitated student learning better than lectures, teachers pointed out that limited teaching resources would make it difficult for wide POPS application in China.ConclusionsWhile POPS can break up the monotony of dialectic lectures and serve as a better teaching method, it may not be feasible for the current educational environment in China. The main reason for this is the relative shortage of teaching resources such as space, library facilities and well-trained teachers.
Highlights
The most common teaching method used in China is lecturing, but recently, efforts have been widely undertaken to promote the transition from teacher-centered to student-centered education
While some recent studies have shown that skills of analysis and problem-solving ability have been improved among Problem-based learning (PBL) students, the teaching of PBL is still new to many Chinese medical schools, and some participating scholars and instructors still have doubts about its educational benefits [3,4,5,6]
As an alternative of PBL, patient-oriented problem-solving (POPS) has never been attempted in medical education in China, and our trial reported here was the first case
Summary
The most common teaching method used in China is lecturing, but recently, efforts have been widely undertaken to promote the transition from teacher-centered to student-centered education. The present challenge for both the government and medical schools is the improvement of the quality of medical education and training of qualified people who can both adapt to a rapidly changing world and simultaneously meet the needs of the Chinese people. While some recent studies have shown that skills of analysis and problem-solving ability have been improved among PBL students, the teaching of PBL is still new to many Chinese medical schools, and some participating scholars and instructors still have doubts about its educational benefits [3,4,5,6]. New teaching methodology needs to be attempted and developed in China to meet the requirements of the current educational system for Chinese medical students
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