Abstract
Objectives To investigate the value of problem-based learning (PBL) in the urology clinical teaching. Methods 63 students in our department during 2013 to 2014 were selected, traditional teaching mode was used and PBL teaching mode were used.Reading theory test, the clinical ability, disease diagnosis and differential diagnosis, questionnaire survey were perfomed after practice. Results Reading theory test, the clinical ability, disease diagnosis and differential diagnosis of students in PBL teaching mode group were higher than the traditional teaching model group (P<0.05). PBL teaching mode improved students' autonomous learning ability, problem assessment and problem solvingability, cultivated scientific thinking, the oral expressing and communicating ability. Conclusions The effect of PBL teaching method is better than traditional teaching mode, can greatly improve students'comprehensive ability, is conducive to the training of specialists in the urology. Key words: Urology; TEACHING METHODS
Published Version
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