The effect of problem-based learning combined with lecture-based learning in clinical practice teaching of pediatric cardiothoracic surgery

Abstract

Objective To evaluate the effect of problem-based learning combined with lecture-based learning in clinical teaching of pediatric cardiothoracic surgery. Methods 76 interns were randomly assigned separately into experimental group (PBL+ LBL group, n=38) and control group (PBL group, n=38), and accepted a practical skills test before teaching. Then the PBL+LBL and PBL teaching mode were used respectively for two groups of students in clinical practice teaching. At the end of the internship, teaching practical skills test and questionnaire survey were used to evaluate the two teaching modes, using SPSS 17.0 software for statistical analysis of the data. Results There were no significant differences in the theory knowledge, basic skills, case analysis and the overall score in the examinations before teaching between two groups. However, after the examination, the theory knowledge, basic skills, case analysis and the overall score in the PBL+LBL group were significantly higher than the PBL group, and there were statistically significant differences. P values were 0.008, 0.039, 0.011, and 0 respectively. At the same time, the PBL+LBL group got higher satisfaction in teaching and showed statistically significant (P=0.001). Conclusion In clinical teaching of pediatric cardiothoracic surgery, the teaching mode of PBL +LBL does not only promote students' mastery of basic knowledge, but also improve the students' enthusiasm for learning, independent thinking and flexible use of knowledge, which can obtain satisfactory teaching effect. Key words: Teaching mode; Cardiothoracic surgery; Clinical practice teaching