Abstract
Objective To investigate the effectiveness of problem-based learning in the biochemistry teaching in merging class of minority and Han students. Methods Totally 460 clinical medical students were divided into PBL group which contained 252 students and the traditional teaching group which in-volved 208 students, respectively. According to each team of seven to eight students, minority and Han students randomly arranged. Control group used classroom teaching mode, experimental group in addition to classroom lectures, had additional 12 hours of PBL teaching, but the theory classes for the two groups of students were taught by the same six teachers with rich teaching experience, and the teaching content and teaching material selection were also the same. At the end of the course, the learning outcomes were evalu-ated by using descriptive analysis and t test(α=0.05) based on the combination of theoretical examination, experimental practice and the questionnaire survey method. Results Compared with the traditional teach-ing group, the final scores were higher than those of PBL group (84.72±6.99 and 80.34±7.12, P<0.05). There were also statistically significant between two groups according to different nationality(Minority: 85.65±5.27 and 79.70±7.14; Han: 83.91±8.26 and 80.95±7.08; P<0.05), and interestingly the increased ratio of scores was higher in minority than that in Han. The questionnaire surveys indicated that the PBL teaching method could enhance professional and comprehensive qualities of students and more than 81.83% students were satisfied with the new teaching mode. Conclusions The combination of tradition and PBL-based teaching methods improved the quality of biochemistry teaching of clinical medicine in merging class of minority and Han students in Xinjiang Medical University. Key words: Problem-based learning; Biochemistry; Berging class of minority and Han students; Medical education
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