Abstract
Objective: To explore the effect of the problem-based learning (PBL) bilingual teaching model in clinical probation of gynecology and obstetrics. Method: Students in grade 2013 and grade 2014 in the gynecology and obstetrics department were enrolled in this study. 37 students in grade 2013 received a lesson taught using the traditional bilingual teaching model, in which the teacher leads the course. 42 grade 2014 students were taught a similar lesson using the PBL bilingual teaching model in which student group discussions drive the class. In this model, students receive a lecture a week before receiving an English case study. The students discuss the case studies within smaller groups, present the case to the class and then discuss the case with other groups in a classroom discussion. The teachers provide supplemental information as needed. Following the lesson, the effectiveness of each teaching method was evaluated by written theoretical examination and questionnaire survey. Results: Students taught with the PBL bilingual method scored significantly higher in basic knowledge, case analysis and treatment selection than students taught with the bilingual method alone (P 0.05; Table 2) Conclusion: The PBL bilingual teaching model improves the learning and comprehension, strengthens critical thinking and problem solving skills and improves English speaking skills in gynecology and obstetrics medical students.
Highlights
Obstetrics and gynecology is currently taught using the traditional bilingual method, which incorporates two languages in order to improve speaking skills in other languages (Shrivastava, Shrivastava, & Ramasamy, 2013)
Students taught with the problem-based learning (PBL) bilingual method scored significantly higher in basic knowledge, case analysis and treatment selection than students taught with the bilingual method alone (P < 0.05; Table 1)
Students taught with the PBL bilingual method reported experiencing greater interest in learning, and improved independent learning, English speaking, and collaboration skills than those taught with the bilingual teaching method (P < 0.05)
Summary
Obstetrics and gynecology is currently taught using the traditional bilingual method, which incorporates two languages in order to improve speaking skills in other languages (Shrivastava, Shrivastava, & Ramasamy, 2013). Due to the interdisciplinary nature of the medical field, a teaching method that incorporates multiple disciplines and emphasizes problem solving may be a more comprehensive and effective way to train qualified professionals in obstetrics and gynecology. A promising teaching method to improve learning among burgeoning medical professionals is problem-based learning (PBL) bilingual teaching. In 1969, Professor Barrows introduced and promoted problem-based learning (PBL)—a student-focused, problem-oriented teaching model—in order to stimulate enthusiasm and interest in learning among students (Chen, Zhao, Chen et al 2010). We investigate the effectiveness of the application of the PBL bilingual teaching method in training students in obstetrics and gynecology
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