Application of PBL-seminar teaching mode in Neurology teaching

Abstract

Objective To explore the ascendency of the teaching mode of problem-based learning seminar (PBL-seminar) in comparison to the traditional mode of 1ecture-based learning (LBL) in Neurology teaching. Methods 100 students were recruited from the department of clinical medicine of Anhui Medical University, and they were divided randomly into observation group and control group (50 students in each group). Teaching modes of PBL-seminar and LBL were employed for teaching in observation group and control group respectively. Teaching effects were evaluated through questionnaire, theory test and clinical skill measurement. Learning interest and enthusiasm, self-study and development ability, and problem-analyzing and solving ability, team cooperation ability, communication skills and theory test scores were compared between the two groups. Results The learning interest and enthusiasm, self-study and development ability, and problem-analyzing and solving ability, team cooperation ability, communication skills and theory test scores in the observation group were significantly better than those in the control group(χ2=27.47, 18.88, 21.42, 32.19, all P<0.01). The theoretical examinations and clinical practice skills between the two groups had statistically significant differences (t=5.94, P<0.05; t=9.13, P<0.01). Conclusion PBL-seminar teaching mode is superior to the traditional mode. Key words: Teaching; Methods; Neurology