Application of problem-based learning in dermatology and venereology teaching of clinical medicine

Abstract

Objective To explore the application of PBL in dermatology and venereology teaching. Method According to random principle, 120 students were divided into experimental group and control group (60 students per group). The experimental group received PBL, and the control group received tradi-tional teaching. The teaching contents included systemic lupus erythematosus, pemphigus, psoriasis, syphilis. The course needed 16 periods totally. the traditional teaching group applied 8 classes extensive class teaching and 8 classes clinical trainee, and the PBL teaching group implemented case-based teaching 4 hours each time. Teaching satisfaction evaluation and test scores would be analyzed at the end of the semester. SPSS 17.0 was used for t test. Results The teaching satisfaction (contains professional values and ethics, communication skills, clinical skills, community health and health systems, information management, critical mind and research, etc.) of experimental group was higher than control group (P<0.05); The test scores of experimental group was higher than control group (P<0.05), especially in total score of theoretical examina-tion, comprehension and application. The difference mainly came from PBL teaching (P<0.05). Conclusion PBL is conductive not only to the comprehension and application of knowledge but to training the students’ abilities of independent learning. Key words: Clinical medicine; Dermatology and venereology; Problem-based learning (PBL); Teaching satisfaction