Lecture-based Learning Method Research Articles

Advancing arrhythmia education through the CDIO approach: a new paradigm in nursing student training.

The accurate diagnosis and effective management of arrhythmias are crucial, with nurses playing a key role in the early detection and treatment, significantly impacting patient outcomes. Improving education on arrhythmias among nurses, especially in critical care and perioperative settings, can enhance patient safety and the quality of care. A total of 116 trainee nurses were randomly divided into two groups: one utilizing the conceive-design-implement-operate (CDIO) model and the other employing a traditional lecture-based learning (LBL) method, to undergo arrhythmia training. The studyassessed the effects of the two teaching methods and investigated the students' attitudes toward these educational practices, with all participants completing pre- and post-course tests. The CDIO model significantly enhances nursing students' arrhythmia proficiency, yielding higher test scores and sustained improvement after 24-week compared to the traditional LBL method, alongside markedly better self-learning enthusiasm, understanding, satisfaction with the teaching approach and effectiveness, and interest in learning arrhythmia. The CDIO model in nursing arrhythmia courses boosts theoretical knowledge and application, showing potential in clinical skill enhancement. Our study introduces the CDIO model in nursing arrhythmia courses, with improvement in knowledge and skills, and promise for broader application.

Implementation of problem-based learning modules in an introduction to public health course.

With traditional lecture-based learning methods often criticized for their limited ability to foster critical thinking and cognitive engagement, problem-based learning (PBL) has emerged as a promising alternative. This research investigates the impact of PBL on student learning outcomes, specifically focusing on the development of higher-order thinking skills, communication, growth mindset, and metacognitive abilities. PBL was implemented in an undergraduate public health course at a private university in the southeast US. The study was conducted in the Spring of 2022 using a convergent mixed-methods approach. Quantitative data were derived from university-wide Quality Enhancement Plan surveys and a course-specific PBL survey, which were analyzed using Repeated Measures ANOVA to assess changes in student perceptions over time. Additionally, qualitative data from open-ended survey questions were analyzed through thematic analysis, providing deeper insights into the students' experiences and perceptions of PBL. Results indicated significant improvements in student communication skills, growth mindset, and metacognitive abilities across the semester. The thematic analysis of qualitative responses corroborated these findings, revealing enhanced team collaboration, active engagement in problem-solving, and increased comfort with complex real-world issues. The findings contribute to the growing body of evidence supporting PBL and offer practical insights for implementing PBL in public health education. The study also highlights the need for institutional support in adopting innovative teaching methods like PBL, emphasizing faculty development, resource allocation, and curriculum design.

CRISP method with flipped classroom approach in ECG teaching of arrhythmia for trainee nurses: a randomized controlled study

BackgroundThis study aimed to explored the effects of the Cardiac Rhythm Identification for Simple People (CRISP) method with flipped classroom approach for arrhythmia interpretation in electrocardiogram (ECG) by trainee nurses.MethodsA total of 120 trainee nurses were enrolled and randomly divided into the experimental group and the control group using lecture-based learning method. We observed the effects of the two methods in ECG interpretation training and investigated the students’ attitudes toward the teaching practices.ResultsAfter training, the ECG test scores in the experimental group were significantly higher than that of the control group. Six months later, the ECG test scores of the experimental group was still higher. Self-learning enthusiasm, understanding of teaching content, satisfaction of teaching mode, satisfaction of teaching effectiveness, and interest in learning ECG were significantly higher in the experimental group.ConclusionCRISP method with flipped classroom approach is a new and effective mode worth trying in ECG teaching for trainee nurses.

Impacts on Student Learning and Skills and Implementation Challenges of Two Student-Centered Learning Methods Applied in Online Education

Online education became more prevalent during the COVID-19 pandemic in many countries around the world, including the Gulf Cooperation Council (GCC) countries. This study aims at assessing the impacts on learning and skills of two student-centered instructional strategies (problem-based learning (PBL) and just-in-time teaching (JiTT)) used online and their implementation challenges. The PBL and JiTT were implemented in modules taught in various courses delivered at different bachelor’s study levels and disciplines. The research used a mixed design research method. Quantitative data were collected from exam scores and two self-administered surveys. Qualitative data were collected using individual structured interviews. The lecture-based learning method was used for comparisons. A total of 134 students participated in the quizzes and exams, 85 students completed the self-perceived impacts on learning and skills survey, and 82 students completed the implementation challenges survey. Ten students participated in the structured interviews. Tests and survey scores showed that both online PBL and JiTT had significant impacts on students learning and skills and that these effects are consistent across various disciplines. A non-conducive online learning climate, internet connectivity problems, heavy workloads, and time management issues were reported as the implementation challenges. The PBL and JiTT can be considered as effective teaching/learning strategies in online education.

PBL teaching in ultrasonography resident standardization training in the COVID-19 pandemic

ObjectiveTo study the effect of the problem-based learning (PBL) method in ultrasonography (US) resident standardization training during the COVID-19 pandemic.MethodsFifty residents were divided into two groups to participate in a 30-day US training program. The residents in the observation group underwent PBL combined with the lecture-based learning (LBL) method, while the residents in the control group experienced the LBL method alone, with 25 residents in each group. A basic theoretical test, practical examination, and questionnaire were used to evaluate the teaching effect of the PBL + LBL method and the LBL method alone.ResultsThe basic theoretical pretest score of the observation group was not significantly different from that of the control group. However, the posttest theoretical score and practical score were significantly higher in the observation group than in the control group (P < 0.01). The results of the questionnaire showed that the resident satisfaction level in the observation group with PBL combined with the LBL method was 96%, which was significantly higher than that of the control group with the LBL method alone (80%) (P < 0.05).ConclusionThe combination of PBL with the LBL method has obvious advantages over the LBL method alone in regard to the training of US residents during the COVID-19 pandemic.

Using Assignment Logs to Enhance Self-regulation Skills

Self-regulation play a key role on undergraduates’ knowledge, skills, and engagement in flipped classroom. However, some students cannot complete assignment due to failure of time management, which is a critical skill of self-regulation (SR). Therefore, a tool is required to support self-regulation. Assignment log is a key tool for maintaining self-regulation, including self-efficacy, time management, and help-seeking. This study aimed to study the usage of the assignment logs in flipped classroom and lecture based-learning on self-efficacy, time management, and help-seeking, compared with flipped classroom and lecture based-learning without the assignment logs. The participants included two groups, which one had 41 undergraduate students and another one consisted of 26 students who are part of an electronic engineering program at a large technical university in Bangkok, Thailand. The ANOVA results revealed that there was different self-efficacy, time management, and help seeking between learning with the assignment log and other lecture-based learning without the assignment log and flipped classroom without the assignment log. Students who have learned with the assignment log perceived self-efficacy and time management more than lecture-based learning method and flipped classroom methods. This study provides insight into the importance of the assignment logs to support students’ self-regulation.

TEAM-BASED LEARNING VS LECTURE-BASED LEARNING IN MEDICAL EDUCATION

Objective: The objective of the study is to determine better mode of learning for medical graduates by comparing team-based learning (TBL) and lecture-based learning methods. Study Design: Comparative analytical study. Place and Duration of Study: Surgical Ward 25 of Endocrine and General surgery, Jinnah Postgraduate Medical Center, Karachi, in April 2019. Methodology: This comparative study was based on the principles of TBL; the control program used the traditional lecture-based approach. Both programs were aimed at investigating the knowledge and performance of the two groups. Thirty surgical interns were included in this study. Two groups were made by random selection of surgical interns, 15 in TBL group and other 15 in traditional teaching group. TBL group (Group A) was given the topic of thyroid diseases for self-study followed by 1 h discussion amongst the group members. Lecture-based group (Group B) was given 1 h powerpoint presentation on similar topic. As the main outcome measures, questionnaire containing twenty best choice questions was given to both groups. Performance of the two groups was checked and results calculated as total, average, and standard deviation. Results: Group A participants’ total score (147) was higher than Group B (131) but the p-value was not found to be significant (0.144). Conclusion: Both forms of learning methods are effective and productive in medical education.

Application of blended learning approach in clinical skills to stimulate active learning attitudes and improve clinical practice among medical students.

BackgroundThe recent application of blended educational methods has impacted medical education and has drawn attention to a new teaching method. This teaching style presents unique opportunities and challenges. We investigated the effects of blended learning and traditional teaching methods on clinical skill development.MethodsWe sorted 200 medical students from Tongji Medical College at Huazhong University of Science and Technology into a control or experimental group. The control group was taught with a traditional lecture-based learning method and the experimental group was taught using a blended learning method. The two groups were compared after training to assess their theoretical and practical differences. A student satisfaction survey was given to participants in both groups.ResultsThe results of the experimental group’s theoretical and practical assessments were found to be significantly higher (p < 0.05) than that of the control group. The student satisfaction survey showed that blended learning was significantly more effective for acquiring relevant knowledge, enhancing student-centered learning and improving clinical practice.ConclusionsBlended learning may address deficiencies in clinical skills, make up for limited time and space, and ensure learning efficiency and quality.

Effects of multiepisode case-based learning (CBL) on problem-solving ability and learning motivation of nursing students in an emergency care course.

Meeting the learning needs and developing the thinking skills of nursing students in caring for injured patients with complex, emergency, and unpredictable conditions is essential. The present study aimed to compare the effects of case-based learning (CBL) with multi-episode case studies and lecture-based learning (LBL) on the perceived problem-solving ability and learning motivation of undergraduate nursing students in an emergency care course. This study was conducted with a quasi-experimental, within-subjects, pretest-posttest design. Forty-three third-year undergraduate nursing students (as a single cohort) enrolled in the fall semester were selected using convenience sampling. The theoretical course of emergency nursing was taught to them using the LBL method (control group) during the first six weeks of the semester and then using the CBL method (intervention group) during the second six weeks of the semester through multi-episode cases in five steps. Outcomes including perceived problem-solving ability and learning motivation were measured using the Problem-Solving Inventory (PSI) and the Instructional Materials Motivation Scale (IMMS). There was a significant difference (P < 0.001) between the changes in the total mean score of perceived problem-solving ability and its subscales on the three measurement points, i.e. before lectures (pre-test), after lectures (mid-term test) and after CBL (final test). There was a significant difference between the LBL and CBL groups in terms of the students' total learning motivation score (t = 16.91, P = 0.000) and all its subscales after the CBL intervention. The study suggests that the CBL method applied through multi-episode cases is an effective approach to improving the perceived problem-solving ability and learning motivation of nursing students.

Application and practice of a step-by-step method combined with case-based learning in Chinese otoendoscopy education

BackgroundStandardized training allows more physicians to master otoendoscopic surgery. However, the lecture-based learning (LBL) applied in otoendoscopy teaching may not be conducive to training students in clinical thinking and surgical ability. It is necessary to explore innovative methods for otoendoscopy teaching. This study aimed to determine the effect of a step-by-step (SBS) method combined with case-based learning (CBL) in otoendoscopy teaching.MethodsFifty-nine physicians who participated in otoendoscopy training were selected as the study subjects and randomly divided into two groups (A and B). Group A underwent training with the SBS & CBL method, while Group B underwent training with the LBL & CBL method. The effects of these two methods for otoendoscopy training were compared by evaluation of professional skills and questionnaires before and after the training.ResultsProficiency in otoendoscopic anatomy and grades for both professional knowledge and otoendoscopic skills were significantly higher in Group A than in Group B(P < 0.05). In terms of learning interest, surgical ability, acting capacity during surgery, reducing surgical complications, and satisfaction with learning experience, all responses from Group A were better than those from Group B(P < 0.05).ConclusionsThe SBS & CBL method may help to improve ability in otoendoscopic surgery and clinical thinking and appears suitable for endoscopy teaching.

The Effectiveness of Student Teams-Achievement Divisions in Enhancing Visual and Auditory for English Students’ Writing Skill

This research discussed the effectiveness of learning English writing using the Student Teams-Achievement Divisions (STAD) and lecture-based learning method. The two methods were applied in two classes of second-year students, and they were given a writing test over one semester. The first class was using STAD and the second class with lecture-based learning. Around 80 students were classified into visual and auditory learning styles based on the questionnaires filled in. The results in the statistical analysis provide important insights into the learning achievement of both visual and auditory learners modeled by STAD. Using the STAD method, they have accomplished considerably higher scores on academic writing achievement than the students who are taught by lecture-based learning. Therefore, it brings a positive effect and association with the students’ learning styles.

The effects of flipped classrooms on undergraduate pharmaceutical marketing learning: A clustered randomized controlled study.

BackgroundRecently, flipped classrooms (FCs) have gradually been used in Chinese higher education settings. However, few studies have focused on the effects of FCs on interdisciplinary curricula. The purpose of this study was to examine the impact of an FC on the engagement, performance, and perceptions of students and on teacher-student interaction in a pharmaceutical marketing course.DesignA clustered randomized controlled study was conducted, with 137 junior-year pharmacy undergraduates using an FC serving as the intervention group, in contrast to students using lecture-based learning (LBL) as the control group. Flanders’ interaction analysis system (FIAS) was used to measure teacher-student interaction, and questionnaires regarding attitudes toward and satisfaction with the teaching model were administered.ResultsThe students in the FC group scored significantly higher than those in the LBL group (88.21±5.95 vs. 80.05±5.59, t = -8.08, p = 0.000) on pharmaceutical marketing. The multiple linear regression results showed that the FC model had a significant impact on student performance (β = 8.16, p<0.0001). The percentages of teacher talk in the FC and LBL groups were 21% and 96%, respectively (χ2 = 2170.274, p = 0.000); however, the percentages of student talk in the FC and LBL groups were 75% and 2.6%, respectively (χ2 = 2012.483, p = 0.000). Compared with the LBL group, most students in the FC group held more positive attitudes toward the teaching model; the mean scores for the 8 attitude attributes in the FC group were significantly higher than those in the LBL group (p = 0.000). There were significant differences in the ratings of satisfaction with teacher-student interaction (p = 0.000), the students’ learning attitude (p = 0.000), the teacher’s preparatory work (p = 0.000), the teaching objective (p = 0.000), and the teaching effect (p = 0.000) between the two groups.ConclusionCompared with LBL methods, implementing the FC model improved student performance, increased teacher-student interaction and generated positive student attitudes toward the experience. As an effective pedagogical model, it can also stimulate pharmacy students’ learning interest and improve their self-learning abilities.

THE EFFECTIVENESS OF JIGSAW LEARNING METHOD COMPARED TO LECTURE-BASED LEARNING IN ANATOMY LECTURES

Background: Jigsaw is a cooperative learning method in which students work together in small groups, helping one another towards a common goal. The aim of this research were to find out the different effect of Jigsaw cooperative learning method with conventional method in terms of anatomy learning achievement and retention. Method: Forty-nine students were randomly assigned into two groups, control group (n=24) and experimental group (n=25). A pretest was administered to all students before classes. The Jigsaw learning method was applied to the experimental group for one session. At the same day, control group was taking classes using the lecture-based learning method. At the end of session, all students were retested (post test) on subject. A retention test was administered 3 weeks after the post test. Mean scores were calculated for each test for the experimental and control groups, and the data obtained were analysed using the independent samples t-test.Results: No significant difference was determined between the Jigsaw and lecture based methods at pretest or post-test. The highest mean test score was observed in the post-test with the Jigsaw method. In the retention test, no significant difference between the Jigsaw and lecture-based methods. The highest mean retention test score was observed in the lecture-based method.Conclusion: The Jigsaw method is less effective than lecture-based method.

Comparison of Electronic Learning Versus Lecture-based Learning in Improving Emergency Medicine Residents' Knowledge About Mild Induced Hypothermia After Cardiac Arrest.

BackgroundThe process of medical education depends on several issues such as training materials, students, professors, educational fields, and the applied technologies. The current study aimed at comparing the impacts of e-learning and lecture-based learning of mild induced hypothermia (MIH) after cardiac arrest on the increase of knowledge among emergency medicine residents.MethodsIn a pre- and post-intervention study, MIH after cardiac arrest was taught to 44 emergency medicine residents. Residents were randomly divided into 2 groups. The first group included 21 participants (lecture-based learning) and the second had 23 participants (e-learning). A 19-item questionnaire with approved validity and reliability was employed as the pretest and posttest. Then, data were analyzed with SPSS software version 17.0.ResultsThere was no statistically significant difference in terms of the learning method between the test scores of the 2 groups (P = 0.977).ConclusionsE-learning and lecture-based learning methods was effective in augmentation of residents of emergency medicine knowledge about MIH after cardiac arrest; nevertheless, there was no significant difference between these mentioned methods.

CBL教学法在心胸外科临床见习教学中的应用

目的：探讨以案例为基础的教学法(Case-based Learning, CBL)在心胸外科临床见习八年制学生中的应用效果，并与传统的以讲授为基础的教学法(lecture-based Learning, LBL)对比。方法：将在心胸外科见习的华中科技大学60名八年制学生随机分为两组，CBL组和LBL组，各30名，分别在CBL和LBL教学方法指导下进行临床见习，见习结束时，进行问卷调查和试卷理论考试，将考试成绩进行统计学分析，评价两组教学效果差异。结果：CBL组在考试成绩、学习积极性、合作能力、临床思维能力等方面均明显优于LBL组，差异有统计学意义(P < 0.05)。学生对CBL教学效果认可度也明显高于LBL组(P < 0.01)。结论：CBL教学方法应用于心胸外科临床见习教学中，能更好地调动临床见习学生的学习积极性，加深对理论知识的理解，提高学生学习效率、自学能力和临床综合能力，教学效果明显优于传统的LBL教学法，值得在临床见习教学中推广应用。 Objective: To investigate the role of Case-based Learning (CBL) method in clinic internship prac-tice teaching of cardiothoracic surgery, and make a comparison of the teaching effects between CBL method and lecture-based Learning (LBL) method. Methods: 60 medical students of eight year program of Huazhong University of Science and Technology were divided into CBL group and LBL group randomly, 30 students each group, the methods of CBL were adopted by CBL group and traditional LBL methods were adopted by LBL group. At the end of the clinic internship study, statistical analysis was conducted for the scores of subjective questions, object questions to compare and evaluate the teaching effects between the two groups. Results: The scores of theoretical tests revealed that the CBL group is significantly higher than those of the LBL group (P < 0.05), and the questionnaire displayed that the teaching evaluation of CBL teaching is better in the following aspects: study enthusiasm, self-study abilities, collaboration capabilities, and clinical skills and thinking abilities. The CBL group had more favorable views on teaching effectiveness (P < 0.01). Conclusion: Application of method of CBL in theoretical and clinical teaching of cardiothoracic surgery boosted students’ performance and interest to learn, improve their learning efficiency, comprehensive abilities, self-study and independent thinking and clinical analyzing abilities, CBL method can acquire better teaching effects than LBL method, and should be used widespread.

Cooperative learning through jigsaw classroom technique for designing cast partial dentures - a comparative study

This article was migrated. The article was not marked as recommended. Objective: Objective of the study was to compare the jigsaw cooperative learning technique to the traditional lectures for learning cast partial denture designing. Method: Seventy-two fourth BDS students were randomly assigned into either the jigsaw or traditional lecture groups (n = 36). A pre-test on the topic 'designing of cast partial dentures' was administered to all students before the start of the study.The Jigsaw learning method was administered to the experimental group for 4 weeks. At the same time, the control group experienced the lecture-based learning method. At the end of 4 weeks, all students were re-tested (post-test) on the subject. A retention test was administered 3 weeks after the post-test. Mean scores were calculated for each test for the experimental and control groups, and the data obtained was analyzed using independent sample t-test. Results: No significant difference was determined between the jigsaw and lecture-based methods at pre-test. However, post-test and retention scores were better for jigsaw group with statistical significance. The highest mean test score was observed in the post-test with the jigsaw method. In the retention test, success with the jigsaw method was significantly higher than that with the lecture-based method. Conclusion: The jigsaw method can be used as an effective learning tool. However, different topics with varying complexity and different cohorts of students need to be tested in future studies.

Mutual benefit for foreign medical students and Chinese postgraduates: A mixed team‐based learning method overcomes communication problems in hematology clerkship

Hematology is difficult for students to learn. A beneficial education method for hematology clerkship training is required to help students develop clinical skills. Foreign medical students often encounter communication issues in China. To address this issue, Chinese post-graduates from our institute are willing to assist with educating foreign students. Therefore, we propose a mixed team-based learning method (MTBL) which might overcome communication problems in hematology clerkship. Twenty-two foreign medical Students attended a 2-week hematology clerkship in Fujian Medical University Union Hospital. Twenty-one foreign African medical students were assigned randomly into two groups. Fourteen foreign African medical students were assigned to MTBL group. Each MTBL team included two foreign African medical students and one Chinese post-graduate. Seven foreign African medical students were assigned to lecture-based learning method (LBL) group, which had a foreign medical classmate from Hong Kong or Chinese intern volunteers to serve as translators. The practice test scores of MTBL were significantly higher than LBL group (p < 0.05). The MTBL group had increased motivation to prepare before class, an engaged classroom atmosphere, and an improvement in their understanding of difficult topics. Interestingly, the Chinese post-graduates also benefited from this setting, as they found that this interaction improved their communication in the English language. The mixed team-based learning method overcomes communication problems in hematology clerkship. Foreign medical students and Chinese post-graduates alike can benefit from MTBL. © 2016 by The International Union of Biochemistry and Molecular Biology, 45(2):93-96, 2017.

Comparison of the effect of D-TBL and LBL teaching methods in the teaching of national medicine

Objective To discuss task-based learning and team-based learning methods and lecture-based learning method in the class of ethnic medicine. Method 50 students in clinic medicine(general practice)of grade 2012 were selected as D-TBL group and 54 students in clinic medicine of grade 2013 were selected as LBL group. Both groups have teaching content, textbook, teachers, class hours in common. Effect of teaching was valued by tests, evaluation in students, questionnaires. SPSS was used to analyze scores of tests. T test was used. Results The correct answer rate?of subject items in D-TBL group was higher than that of LBL group and the difference had statistical significance[(94.56±4.95)% vs.(29.26±12.15)%, t=36.382, P= 0.000). There was no significant difference between the correct answer rate of personal test in D-TBL group and objective item in the LBL group[(75.20±11.82)% vs.(68.61±14.65)%, t=2.512, P=0.374]. There was no statistically significant difference between the correct answer rate of group test in D-TBL group and objective item in the LBL group[(84.25±13.08)% vs.(68.61±14.65)%, t=5.727, P=0.961]. In Score table for members in every division, 41(85.42%)students got straight A, 7(14.58%)students got B and nobody got C. Feedback questionnaire showed 40(83.33%)students like DTBL while 26(50.00%)students like LBL. Conclusion Most of students in D-TBL group like D-TBL. D-TBL and LBL cannot take the place of each other. In the future teaching, both methods should be used in different teaching periods according to their merits. Key words: Task-based learning; Team-based learning; Lecture-based learning; Ethnic medicine

Effects of problem-based learning in paediatric education in China: a meta-analysis.

To evaluate the efficiency of Problem-Based Learning (PBL) in paediatric education. The research articles on the application of PBL to Chinese paediatric education published in from 1989 to 2014 in the Cochrane library, PubMed/MEDLINE, EBSCO (Elton B. Stephens Company Database), OVID (Ovid Technologies Database), Web of Science, CNKI (China National Knowledge Infrastructure Database), VIP (Wei Pu Database), WF (WanFang Database) and other databases were retrieved by two independent evaluators according to the inclusion and exclusion criteria. The heterogeneity of the retrieved data was analysed and a meta-analysis was performed using the RevMan 5.3 software. The articles were initially retrieved, and 11 randomized controlled trials (RCTs) were included for the meta-analysis. The PBL group was significantly superior to the Lecture-Based Learning (LBL) group for the paediatrics theoretical test score, case analysis score and overall student satisfaction, and the differences were statistically significant (P < 0.05). PBL is superior to LBL method for Chinese paediatric education.

Improved performance of students instructed in a hybrid PBL format

As a result of enrollment expansion, increasing numbers of students are entering into medical school in China. This combined with a shortage of teachers, means that the learning environment typically consists of a large classroom setting with traditional lecture-based learning (LBL) as the major mode to teaching and learning. In this article, we investigate the preferences for hybrid problem-based learning (hybrid-PBL) or LBL in a large classroom setting. Two hundred five second-year undergraduate students in Third Military Medical University were randomly divided to two groups. The hybrid-PBL group contained 101 students and was taught by hybrid LBL (60%) and tutor-less PBL(40%) in a large classroom. The LBL group consisted of 104 students and was taught by LBL in a large classroom too. Post-teaching performance was assessed by multiple choice questions, short-essay questions, and case-analysis questions, while the students' teaching preferences and satisfaction were assessed by questionnaires. Analysis of the results of both groups in the examination of biochemistry revealed significantly higher scores on short-essay questions and case-analysis questions in the hybrid-PBL group. Students considered hybrid-PBL to be an effective learning method and favored it over the lecture format. Furthermore, students reported positive effects of hybrid-PBL in terms of additional learning resources, critical thinking, and fun learning experiences. These results suggest that hybrid-PBL is better than the traditional LBL method at improving students' basic knowledge and problem-solving skills. Students preferred hybrid-PBL and were satisfied with it. The tutor-less PBL pattern in a large classroom setting may be feasible in Chinese medical schools.