Abstract
To explore the effectiveness of multi-media combined with PBL teaching in breast surgery. Methods: 56 interns who came to our hospital for breast surgery from January 2019 to December 2020 were randomly divided into two groups: traditional teaching control group (n = 28) and multi-media PBL teaching observation group (n = 28). Two groups’ theoretical knowledge, skill operation, teaching quality, student’s evaluation and satisfaction with the teaching model were compared before ending the internship. Results: The total scores of breast examination, differential diagnosis, imaging reading, diagnosis and treatment scheme and total scores of the students in the observation group were higher than those of the students in the control group, and the total scores of body position, surgical site selection, disinfection and local anesthesia, surgical operation, postoperative treatment and clinical operation skills were also higher than those of the students in the control group (P < 0.05), but there was no significant difference between the two groups in medical history collection, professional knowledge and preoperative preparation (P > 0.05). The teaching quality of the students in the observation group was also significantly higher than that in the control group (P < 0.05). In addition, the students’ satisfaction with the teaching method, the teaching effect and the overall satisfaction in the observation group were significantly higher than those in the control group (P < 0.05). Conclusion: Multi-media combined with PBL teaching can effectively improve students’ professional knowledge theory level, operation skills, enhance students’ enthusiasm and initiative, develop good clinical thinking habits, and have high teaching satisfaction. It is worthy of being popularized in the clinical teaching of breast surgery.
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