Evaluation on effectiveness of problem-based learning model in learning and clinical practice of urology

Abstract

ObjectiveTo compare the effectiveness of problem-based learning (PBL) and traditional teaching model on learning and clinical practice of urology, and to explore an optimal learning method with higher learning interest, quality and efficiency. Methods Students were selected by sampling in PBL model group (n =20) and traditional teaching model group (n =20), and two groups of students learned theoretical knowledge of urology and underwent the clinical practice in our hospital. At the end of the study, each student received theoretical knowledge examination and clinical practice examination, and meanwhile, teachers evaluated the performance of each student in the whole learning process, and each student in the PBL group make a PBL self-test questionnaire. All results were analyzed and compared. Results There was no significant difference in results of theoretical knowledge between two groups ( P＞0.05), but the results in the PBL group was significantly higher than traditional teaching model group (P＜0.05). The results of self-test PBL questionnaire in the PBL group revealed that 75 ％ students recognized that PBL could more effectively irritate learning interest than traditional teaching model, and better improve the quality and efficiency of learning. Conclusions Problem-based teaching does not affect the acquisition of basic theoretical knowledge, but is conducive to develop self-learning ability, improve clinical skills and thinking ability. Key words: Problem-based learning; Traditional teaching model; Urology; Teaching effectiveness; Evaluation