PBL Teaching Method Research Articles

Significance of PBL Teaching Method Combined with Thinking Guided Teaching Method in Clinical Practice Teaching of General Surgery

Significance of PBL Teaching Method Combined with Thinking Guided Teaching Method in Clinical Practice Teaching of General Surgery

A Study on PBL Teaching Method for Nurturing Creative Convergence Talents in the Engineering Field

A Study on PBL Teaching Method for Nurturing Creative Convergence Talents in the Engineering Field

Practice Study of Mind Map in PBL Teaching of Ophthalmology for Five-Year Clinical Medical Undergraduates

Objective: To explore the feasibility and effect of mind map in PBL teaching of ophthalmology for five-year clinical medical undergraduates. Methods: Forty five-year clinical undergraduates who studied in the Second Clinical Medical College of Inner Mongolia University for Nationalities from February 2021 to July 2021 were randomly divided into PBL combined with mind mapping group and PBL teaching group. Among them, 20 medical students applied the combination of mind mapping and PBL teaching method, and the other 20 medical students applied PBL teaching method to learn the theoretical knowledge and practical teaching of ophthalmology. The differences between the two groups were compared through questionnaire feedback, theoretical examination, practical examination and medical record writing. Results: The experimental group was better than the control group in theoretical scores and clinical skills, and there was no statistical difference in medical record writing scores. The experimental group and the control group were superior to the control group in self-learning ability, learning efficiency, memory and understanding ability. There was no statistical difference between the experimental group and the control group in clinical skills, clinical thinking, problem-solving ability, learning interest, team cooperation ability, and doctor-patient communication. Conclusion: the application of mind map in five-year undergraduate clinical medical ophthalmology PBL teaching can significantly improve the five-year undergraduate medical students' self-learning ability, learning efficiency, memory and understanding ability, which is worthy of promotion.

The Application of PBL Teaching Method in Clinical Nursing Teaching

The Application of PBL Teaching Method in Clinical Nursing Teaching

Research on the Value of PBL and CBL Teaching Methods Applied in Respiratory Medicine Teaching

Research on the Value of PBL and CBL Teaching Methods Applied in Respiratory Medicine Teaching

Application of PBL pedagogy based on virtual reality technology in the teaching of sports anatomy

Purposes To explore the teaching effect and value of virtual reality technology combined with PBL teaching method applied to sports anatomy.Procedures 119 undergraduate students majoring in physical education of Xianyang Normal University were selected as research objects.Randomly divided into experimental group (N=59) and control group (N=60).Methods The experimental group used virtual reality technology combined with PBL teaching method, and the control group used traditional teaching method to teach. At the end of the course, the test scores of the two groups and the evaluation results of self-learning effect were statistically analyzed. Results the test scores of the students in the experimental group were significantly higher than those in the control group (P<0.05); Most of the items in which the experimental students self-evaluated the learning effectiveness were also superior to the control group (P< 0.05), and the difference was statistically significant. Conclusions VR technology combined with PBL teaching method can improve academic performance, enhance students’ learning interest and independent learning ability, and cultivate students’ ability to find and solve problems. It is a teaching method worth promoting.

Teaching Practice of Accounting Based on Jigsaw Teaching Combined with PBL Teaching Method

This paper, which takes the "Basics of Accounting" course in secondary vocational schools as an example, analyzes the problems in the process of adopting problem-based teaching method(PBL), and then infiltrates a new teaching paradigm-jigsaw teaching method, so that the two supplement and compound each other, reconciling the imperfection of PBL. Jigsaw, as a teaching method, is not only conducive to students' communication, collaboration, critical thinking and leadership skills, but also to rouse students' enthusiasm and initiative in learning.

PBL教学法在《学前儿童健康教育》课程中的应用研究

PBL教学法在《学前儿童健康教育》课程中的应用研究

Application of Internet and Artificial Intelligence in Humanized Nursing Teaching

In nursing teaching, students are required to apply the learned theoretical knowledge to practical operation, and have the ability to comprehensively analyze and solve problems. At present, the traditional teaching mode is mostly used in nursing teaching in China. "Indoctrination" with textbooks as the theoretical basis and teachers' teaching as the main teaching method " With the rise of network technology and the application of modern educational technology in teaching, the research direction and focus of PBL have gradually shifted to the integration of network environment and PBL teaching mode This paper studies the application of Internet and artificial intelligence in humanized nursing teaching. This paper focuses on PBL teaching method based on network environment (WPBL) The results show that PBL teaching mode under the network environment does have many advantages in medical nursing education. This method can effectively cultivate nursing students' problem-solving ability and critical thinking ability, which is consistent with the goal of nursing education.

Research on the Application of PBL Teaching Method in Physics Experiment Teaching

Discuss the method and effect of problem-based teaching method (PBL) in the teaching of physics experiment in junior high school. Method: A total of 92 students in two junior high school classes were selected, and one of them was randomly set as the experimental group (46 students) and the other one was the control group (456 students). The experimental group added PBL teaching on the basis of traditional teaching methods. Methods, the control group was taught according to the traditional teaching method only, and finally the teaching effect of the two groups was compared. Results: The physics performance of the experimental group was significantly higher than that of the traditional teaching group (P<0.05). The students in the experimental group were better than traditional teaching in subjective evaluations such as learning initiative, learning interest, thinking ability training, practical ability, and innovation ability. Conclusion: The PBL teaching model is more adapted to the development of the times, and the effect is better than traditional teaching. It can combine the learning and practical skills of students, and the comprehensive ability can be greatly improved.

Research on Innovative Teaching of Computer Audit Course under PBL Teaching Method

Research on Innovative Teaching of Computer Audit Course under PBL Teaching Method

Novel coronavirus pneumonia based on the DingTalk platform teaching method in the teaching of Pathogenic Biology

Objective: To evaluate the teaching method based DingTalk combined PBL teaching method and CBL teaching method in the teaching of pathogenic biology under novel coronavirus pneumonia enviroment. Methods: 48 undergraduates of grade 2018 were selected as the experimental group, and 48 undergraduates of grade 2017 were selected as the control group. After class, the theory test and microbiological test knowledge test and questionnaire were as the assessment index. Results: the scores of mastering microbial inspection knowledge and satisfaction in the experimental group were significantly higher than those in the control group, and the difference was statistically significant (P < 0.05). Conclusion: compared with the traditional teaching method, PBL + CBL teaching method based on DingTalk platform is more popular with students, which can mobilize their learning initiative and improve their ability.

Probe into the Application of PBL Teaching Method and Practice Reform in the Teaching of Medicinal Botany

Medicinal botany is a discipline that studies traditional or folk knowledge about the use of plants to prevent and treat diseases, and it is an important part of Chinese medicine learning. Traditional teaching methods do not perform well in the teaching of medicinal plants. Therefore, in order to improve the teaching effect of medicinal botany, teachers need to continuously research and innovate teaching methods to improve the quality of teaching. This article is guided by the PBL teaching method, and studies the application of the PBL teaching method in the teaching of medicinal plants in detail, hoping to improve the learning effect of students and improve the teaching quality of medicinal botany.

Analysis of the Application Strategy of PBL Teaching Method in Hepatobiliary Surgery Teaching Rounds

Hepatobiliary Surgery Teaching is a highly practical professional subject. It is necessary to improve the problem exploration ability of medical students and stimulate their initiative and creativity in learning. With the traditional hepatobiliary surgery teaching rounds model, the professional theoretical knowledge of hepatobiliary surgery medical students cannot be effectively combined with the actual problems of the ward rounds, and the medical students are not strong in the application of professional knowledge of hepatobiliary surgery. The PBL teaching method, as a problem-centered learning model, can guide students to better master the professional knowledge of hepatobiliary surgery and effectively improve their ability to solve practical problems. In this regard, the following analysis of the specific application strategy of the PBL teaching method in hepatobiliary surgery teaching rounds will provide enlightenment for the further promotion of the PBL teaching method.

Predoctoral dental implant education techniques-students' perception and attitude.

Dental implant (DI) therapy is in high demand and can only be rendered efficiently to graduating dentists by effective teaching methodologies. This study aimed to assess the perceptions and attitudes of dental graduates towards predoctoral DI education techniques and rehabilitation by DI. A total of 26 well-structured questionnaires were distributed to 120 final-year students. Modified advanced teaching methodologies such as e-learning, small-group teaching-problem-based learning (SGT-PBL), and team-based learning were implemented for teaching DI. Its effects were assessed using a questionnaire set: the first section (DI Rehabilitation) with 12 questions and the second (DI teaching methods) with 14 questions. Statistical analysis was done using the Chi-square test, and a P-value < 0.05 was considered statistically significant. The response rate was 95.83%. Seventy-five percent of the students recommended DI for patients, and 78% of them agreed to it themselves. On comparing teaching methods for DI, on and before level 12, small-group teaching (PBL) was significantly at a higher proportion (P=0.002), followed by seminars (P<0.001). Students preferred small-group teaching PBL (60%), followed by e-learning (15%) and demonstration (10%). Ninety-two percent of the students agreed that DI is an important subject in the "bachelor of dental surgery" (BDS) program, but 78% of them felt that time was insufficient to complete the DI syllabus. The modified teaching methodologies used at level 12 for teaching DI enhanced students' interest and knowledge. The SGT-PBL teaching method was the most preferred. It is recommended that dental implantology topics should be started early in the undergraduate curriculum, and the topics should be widely divided throughout BDS.

An Empirical Study on the Teaching Reform of Sports Statistics Based on PBL Teaching Method

As far as the current development of undergraduate education in my country is concerned, the physical education major has become one of the important components of its professional composition, which affects the comprehensiveness of teaching to a certain extent. Therefore, when the relevant colleges and universities reform the teaching system of the physical education major, they should conduct in-depth exploration of their specific teaching courses in a timely manner, so as to realize the teaching progress in the new era in a comprehensive and detailed manner. Sports statistics, as one of the key components of the physical education major, reforms and empirical research on its teaching in a timely manner is of constructive significance for promoting its comprehensive development strength.

The application of PBL teaching method in the practice course of Analytical Chemistry

The application of PBL teaching method in the practice course of Analytical Chemistry

基于翻转课堂的PBL教学法在原子物理课程教学中的研究

基于翻转课堂的PBL教学法在原子物理课程教学中的研究

Comparison of students' perception of problem-based learning and traditional teaching method in a Nigerian dental school.

To evaluate the perceptions of dental students on problem-based learning, PBL, in comparison with the traditional lecture (TL) method. This comparative study was conducted amongst 72 dental undergraduates. PBL was introduced to the students before the commencement of course. PBL method was used by the student to learn about cariology, whilst other lecture topics were taught by the TL. Students were not informed at the beginning of thecourse about end of course assessment of learning and teaching methods to limit their bias. The study was approved by the institution's ethics committee, and informed consent was obtained from participants at the end of the course to recruit them into the study. The students worked in small groups to solve tasks on clinical case scenarios. Four class sessions were held for presentations and discussions. The students' perceptions concerning the two teaching methods were sought by the use of an anonymously completed questionnaire. Six perceived factors that influenced the teaching and learning process were extracted from the twenty-two-perception-item questionnaire using factor analysis. Paired sample t test was used for comparison of means. The highest mean scores for all six perceived factors were observed in the PBL method. There were statistically significant differences (P<.05) between PBL and TL teaching methods for all the perceived factors; ("Challenge critical thinking," "Communication with peers," "Usefulness as pedagogical method," "Organization" and "Interaction between students and tutors") except for the perceived factor "Adequacy of teaching." The mean for most of the perception items was highest in thePBL method compared to TL. The perception item "Able to provide intellectual stimulation" had the highest mean score (4.21±0.76) for the PBL method, whilst it was "Laboratory exercise" (4.14±0.68) for TL. Students' perception of the two educational methods investigated showed a preference for the PBL method. The students felt that PBL provided a higher ability for intellectual stimulation.

Application of PBL Teaching Method in Environmental Science Major—Experience from Ecological Agriculture Construction Program

Environmental science is a comprehensive discipline. The general classroom teaching method is difficult for students to connect theory with reality profoundly. The author participated in a PBL teaching project based on Sino-Japanese ecological agriculture construction program implemented by Nanjing University. He experienced the whole process of reference search, data collection, group discussion, and teacher review, and built up a diversified knowledge structure on ecological agriculture construction. He discovered the differences between the PBL teaching method and the general classroom teaching method, and compared advantages and disadvantages between these teaching methods. Thus, the author put forward some suggestions related to PBL teaching in the teaching of environmental science.