PBL teaching reform on medical virology experiment course

Abstract

Objective To evaluate PBL teaching results in medical virology experiment course. Methods Medical students of class 2011 were randomized assigned into PBL group （n=45, 20 five-academic-year students and 25 seven-academic year students） and control group （n=63, 38 five-academic-year students and 25 seven-academic year students）. Teaching effectiveness was evaluated by scores of experiment, medical virology examination and final examination. PBL group was surveyed with questionnaire. SPSS statistical software was used and t test was employed to do analysis. Results Scores in medical virology examination were higher in seven-academic-year students in PBL group than in control group and there was no difference in other two examination scores between the two groups. Survey showed that interest motivation, case analysis, experiment design and knowledge grasp-ing in PBL group were highly satisfied. However, evidence-based and generalization ability among seven-academic-year students as well as autonomous learning ability and ability to deduce material among five-academic-year students were not completed satisfied. Conclusions PBL with public health events in medical virology experiment course can develop students’ intrinsic motivation, knowledge grasping and public health awareness. However, PBL methods should be adjusted to suit different academic students. Key words: Problem-based learning; Medical virology; Experiment teaching; Public health