Problem-based Learning Teaching Mode Research Articles

Video feedback combined with peer role-playing: a method to improve the teaching effect of medical undergraduates.

The purpose of this study was to investigate the effectiveness of implementation of video feedback combined with peer role-playing (PRP) teaching method in medical undergraduates adopting problem-based learning (PBL) teaching mode. The undergraduates of five-year clinical medicine who get enrollment of Wuhan local University from 2016 and 2018 were selected to be the research objects. The same grade level is randomly divided into several groups to carry out PBL, with 6-10 students in each group. Following the principle of voluntary participation, 34 students were enrolled in the study group and 33 students in the control group finally. The research regards group as the unit, and study report in group should be carried out to fulfill the research. In the study group, the students were asked to perform PRP report, and the report videos were used for feedback. At the same time, the control group reported by PPT, and the feedback was carried out according to the PPT. At the end of the study, the "Competency Improvement Satisfaction Questionnaire (CISQ)" was distributed to investigate students' satisfaction with this teaching method to improve their ability, Arizona Clinical Interview Score (ACIR) was administered in Chinese by a trained teacher unrelated using PRP method to assess students' clinical inquiry ability and communication skills, and theory test was performed to assess mastery of theoretical knowledge. The results show that the study group is superior to the control group in improving the interest of learning and the ability of independent learning, interpersonal communication and active problem solving. Although it is in terms of the confidence in becoming a real doctor and the ability of teamwork, language expression, clinical thinking cultivated, active knowledge acquired and understood that study group are better than the control group, the difference was not statistically significant. ACIR shows that the study group is significantly better than the control group in organization, timeline planning, and transition statements, openly questioning, smooth progress, and avoiding repetition, summarizing, understandable language, documentation and total score. There is no significant difference in eye contact and no interruption. The differences between the two groups are not statistically significant in terms of responsing to concerns, positive feedback, and additional questions. The theoretical test scores of the study group are significantly higher than those of the control group. Video feedback combined with peer role-playing teaching method implemented in medical undergraduates adopting PBL teaching mode is effective, it could stimulate interest in learning actively, improve interpersonal communication ability, improve learning efficiency and clinical knowledge and skills, and improve the confidence of becoming a real doctor. It is worthy of further research and promotion.

Research on Problem-based Learning Teaching Mode in the Teaching of Introduction to Intelligent Medicine

Research on Problem-based Learning Teaching Mode in the Teaching of Introduction to Intelligent Medicine

Application of Microteaching Combined with Problem-Based Learning (PBL) Teaching Model in Teaching Clinical Nursing Interns in Otorhinolaryngology Department

Objective: To explore the application effect of microteaching combined with problem-based learning (PBL) teaching mode in teaching clinical nursing interns in otorhinolaryngology department. Methods: A total of 72 nursing students who interned in our hospital from June 2022 to February 2023 were selected, and all of them were comprehensively trained in basic theoretical knowledge as well as practical skills before the beginning of their learning tasks. The students were randomly divided into the control group and the experimental group, with 36 students in each group. The control group was taught using the traditional clinical nursing teaching mode, and the experimental group was taught using microteaching combined with the PBL teaching mode, subsequently comparing the differences between the two groups of interns in the degree of mastery of theoretical knowledge, hands-on skills, teamwork ability, patient satisfaction, and other aspects. Results: In terms of mastery of theoretical knowledge, the interns in the experimental group (97.22%) were significantly better than that of the control group (75.00%) (P < 0.05); the interns in the experimental group had significantly better practical skills (77.78%) than that of the control group (55.56%) (P < 0.05); the interns in the experimental group had significantly better teamwork ability than the control group (P < 0.05); through the questionnaire survey, it was found that students’ satisfaction with teaching in the experimental group (97.22%) was also significantly higher than that in the control group (75.00%) (P < 0.05). Conclusion: The application of microteaching combined with PBL teaching mode in the teaching of clinical nursing interns in otorhinolaryngology department achieved significant results. It can not only improve the professional knowledge and application ability of nursing students, but also cultivate their independent thinking, problem-solving skill, as well as teamwork ability. It can also improve the teaching quality and patient satisfaction, and contribute positively to the development of medical education.

Performance of PBL-Based Image Teaching in Clinical Emergency Teaching.

At present, with the rapid increase of emergency knowledge and the improvement of people's requirements for medical quality, the traditional teaching mode cannot fully meet the needs of emergency teaching in the new era. This paper is aimed at improving the clinical emergency teaching mode by problem based learning (PBL) teaching method and improving the comprehensive ability of clinical emergency of medical students. This article proposes a problem-based PBL imaging teaching method, combining the characteristics and content of clinical emergency courses, focusing on students, highlighting the problem-solving process, and improving students' creative thinking ability. To cultivate students' interest in clinical learning, develop their self-learning ability, train their teamwork and communication skills, and cultivate their ability to set, question, and solve questions, so as to promote medical students' overall comprehensive ability to integrate specialized knowledge and clinical practice. In this paper, the PBL teaching method and the traditional teaching method of comparative experiments show that the PBL teaching method can more effectively highlight the characteristics of clinical emergency medicine teaching mode and make full use of the limited emergency teaching resources, so as to improve the quality of clinical emergency teaching. Compared with the traditional teaching mode, the theoretical knowledge and clinical operation skills of medical students under the PBL teaching mode are improved by 13%. Autonomous learning ability, communication ability, and creative thinking ability have also been relatively improved.

Studying on Learning Satisfaction in Teaching Keyboard Courses With Problem-Based Learning Teaching Mode.

With the learning characteristics of adults, such as self-directed learning, courses that are preferred in application and practice, this research explores the Problem-Based Learning (PBL) teaching method employed in adult keyboard music learning courses. This research established a research model and investigated the correlation of learning satisfaction with influencing factors such as teaching effectiveness, self-efficacy, and teamwork and verified teaching effectiveness, self-efficacy, and teamwork relationships. Research data has been collected from the keyboard music students of the two classes of the Arts & Culture Department in Open University of Kaohsiung (OUK). Data analysis was conducted in three stages: descriptive statistics, measurement model verification, and structural equation model. The results of the study found that teaching effectiveness has a significant impact on learning satisfaction. Teamwork also has a significant positive impact on learning satisfaction. However, the self-efficacy dimension has little effect on learning satisfaction. Finally, the results of the study found that teaching effectiveness and teamwork both have significant impacts on learning satisfaction. However, the self-efficacy dimension has little effect on learning satisfaction. The student-led presentations went smoothly and the results were quite remarkable, which became a reference for the implementation of other courses for adults in the future.

Reform of PBL Teaching Mode of Microcomputer System and Embedded Application Course Group.

In recent years, the problem-based learning (PBL) model has become a hot spot in the education field. Its unique “learner”-centered and “problem-based” characteristics have been widely used in teaching. Make a useful attempt to comply with the development of the times and the requirements of education. This article puts forward the research on the reform of PBL teaching mode based on the microcomputer system and embedded application course group, using literature data method, fuzzy comprehensive analysis method, questionnaire survey method and other methods to explore. This paper designs the experiment of PBL teaching mode reform based on the microcomputer system and embedded application course group, analyzes the domestic research status of PBL teaching mode, and analyzes and summarizes the teaching effect of PBL. The average score of the experimental class with PBL teaching was 74.76 points, and the passing rate reached 95.13%; while the average score of the control group was 70.21 points, and the passing rate was 92.30%. The PBL teaching model of the microcomputer system and embedded application course group conforms to the general direction of my country's education development and reform. It can cultivate students' innovative consciousness and problem-solving ability. It has a certain reference value for improving the quality of course teaching and also provides teachers with a Kind of new teaching ideas and approaches.

Problem-based or lecture-based learning, old topic in the new field: a meta-analysis on the effects of PBL teaching method in Chinese standardized residency training

BackgroundStandardized residency training (SRT) is crucial for graduate medical education and the training of high-quality doctors. Nevertheless, China started SRT nationwide only in the recent decade. During these years, researchers have been searching for suitable teaching methods to improve the abilities of residents. Although the problem-based learning (PBL) teaching mode has been applied in undergraduate teaching for many years, the teaching effect of PBL has not been unified in Chinese SRT according to the core competences of the residents.MethodsStudies that compared the teaching effect of PBL and lecture-based learning (LBL) on SRT in China from January 2010 to April 2020 in the Chinese databases, such as China National Knowledge Infrastructure (CNKI), WanFang, WeiPu, Chinese BioMedical Literature (CBM), and English-language online databases, such as PubMed, Embase, and Cochrane Library were systematically reviewed. Data were analyzed using the Stata version 12.0 software.ResultsA total of 75 articles (76 studies) were included in this meta-analysis. Compared with LBL group, PBL-based methods are more effective in the mastery of medical theory knowledge (WMD = 7.14, 95% CI: 5.93–8.34), operational skills (WMD = 6.54, 95% CI: 4.55–8.53), analysis and diagnosis of cases (WMD = 8.52, 95% CI: 7.50–9.53), and overall capacity (WMD = 8.70, 95% CI: 6.87–10.53), but showed no advantage on operational skills in diagnostic imaging (WMD = 1.30, 95% CI: -0.11–2.71). The questionnaire surveys analyzed in this meta-analysis indicated the positive effects of PBL on the mastery of theoretical knowledge, clinical diagnostic thinking, teamwork ability, ability to analyze and solve problems, ability to consult documents, learning interest and learning efficiency, but that there were no advantages in improving self-directed learning ability, communication ability and hands-on ability. The questionnaire result analyzed in this meta-analysis also showed the residents’ satisfaction with PBL-based strategies.ConclusionsTaken together, the current meta-analysis provides a systematic and comprehensive analysis on PBL teaching mode in Chinese SRT and outlines a path for further research on the detailed design of suitable teaching methods for different specialties and abilities.

Research on PBL teaching mode reform for the course of introduction to microelectronics

Problem-Based Learning (PBL) teaching mode is an effective teaching method for cultivating innovative talents. Based on the analysis of the teaching background of Introduction to Microelectronics and the PBL teaching mode, the course construction was planned and implemented in four aspects: the project topic selection of Problem-Based Learning, the course ideological education elements design, the material employment of science-technology cutting-edge and the construction of course assessment system. In addition, PBL teaching mode was designed the process of raising questions, exploring and solving questions, discussing and reporting and summarizing. The teaching design had been applied to practice and good teaching results had been obtained.

Classroom Resource Optimization of the English Four-Step Model Based on Deep Learning

The existing LBL (lecture-based learning) and CBL (case-based learning) teaching modes of English majors in colleges and universities do not contribute to cultivating students’ inquisitive thinking and independent learning ability, whereas the problem-centered PBL (problem-based learning) teaching mode can precisely make up for these shortcomings. This study firstly constructed a PBL “four-step” teaching mode and then realized the innovative application of PBL teaching model in the teaching of English majors in new universities. Then, we designed a method of English classroom resource optimization based on IMOCS-BP neural network, and then, the classroom resource optimization reconstructs the teaching process with unique connotation essence. The experiments show that the BL “four-step” teaching model is designed to achieve the four key elements of “flexible English learning environment, transformed learning the culture, customized content and professional educators”; the designed neural network has optimized the English classroom resources.

Application of 3D printing technology combined with PBL teaching model in teaching clinical nursing in congenital heart surgery: A case-control study.

We aimed to explore the application of three-dimensional (3D) printing technology with problem-based learning (PBL) teaching model in clinical nursing education of congenital heart surgery, and to further improve the teaching quality of clinical nursing in congenital heart surgery. In this study, a total of 132 trainees of clinical nursing in congenital heart surgery from a grade-A tertiary hospital in 2019 were selected and randomly divided into 3D printing group or traditional group. The 3D printing group was taught with 3D printed heart models combined with PBL teaching technique, while the traditional group used conventional teaching aids combined with PBL technique for teaching. After the teaching process, the 2 groups of nursing students were assessed and surveyed separately to evaluate the results. Compared to the traditional group, the theoretical scores, clinical nursing thinking ability, self-evaluation for comprehensive ability, and teaching satisfaction from the questionnaires filled by the 3D printing group were all higher than the traditional group. The difference was found to be statistically significant (P < .05). Our study has shown the 3D printing technology combined with the PBL teaching technique in the clinical nursing teaching of congenital heart surgery achieved good results.

Application of formative evaluation and teaching feedback in PBL teaching of Medical Genetics.

Medical Genetics is an important research content of basic medicine and closely related to clinical medicine. Medical Genetics can not only lay a solid theoretical foundation for understanding medical problems for medical students, but also provide them an indispensable technical means for clinical medical practice. In order to improve students' understanding and mastery of the core content of Medical Genetics and cultivate senior medical talents with innovative spirit and independent thinking abilities, the PBL (problem-based learning) teaching method was introduced in the teaching of medical genetics for students enrolled in the eight-year medical education program. By integrating formative evaluation and teaching feedback mechanism into PBL teaching, we have achieved good teaching effects. In this paper, we will discuss the importance and necessity of formative evaluation and teaching feedback in PBL teaching, introduce the PBL teaching plan, teaching process and teaching effect of Medical Genetics in our school, share our thoughts on PBL teaching mode, and provide new ideas for the teaching reform of Medical Genetics.

A Teaching Mode of PBL for Software Engineering Course Based on Integration of Industry and Education

Problem-Based Learning (PBL) is a teaching mode which is suitable for key courses of software engineering major in universities. Based on the concept of PBL, this study takes engineering of Anhui Sanlian University as an example, and is committed to building a feasible PBL teaching mode of software engineering course. Furthermore, further work is put forward to promote the development of the PBL teaching mode for local teaching environment.

Exploration on the Teaching Reform of Medicinal Botany Based on PBL Mode and Diversification Teaching

Pharmaceutical Botany is a very important basic course for pharmacy and traditional Chinese Medicine Majors in medical colleges and universities. The content of traditional teaching model is complicated, dull, and difficult to learn and remember, which can not meet the training needs of pharmaceutical talents. The open and information-based teaching mode has brought new opportunities and challenges to the educational circles, and the curriculum mode reform of higher education is also going on. Based on the actual teaching situation, this paper analyzes the current situation of the teaching mode of Medicinal Botany and the problems existing in the teaching mode of Medicinal Botany were pointed out. Combining PBL (Problem-Based Learning) teaching mode with open information teaching resources to cultivate students’ ability of exploring and acquiring knowledge, which expounds the direction of the reform of the course mode of medicinal botany, and provides a reference for the reform of the teaching mode of the course of medicinal botany.

Application of PBL Teaching Mode Combined with Traditional LBL Teaching Mode in Oral Anatomy and Physiology

Oral anatomy and physiology is the main course in the basic learning stage of stomatology which not only provides a solid theoretical knowledge for clinical subjects but also a basis subject for students to learn the following courses. Improving the quality of oral anatomy and physiology will have a profound impact on the students who major in stomatology. In the teaching practice, we try to combine the modern PBL (Problem-based learning) teaching method with the traditional LBL (Lecture-based learning) teaching method to improve the initiative and enthusiasm of students to study this course, thereby improving the teaching effectiveness of the Oral anatomy and physiology and lays the foundation for the study of other medical courses.

Innovative Research Courses for Materials Science Specialty Based on Problem-based Learning Mode

Material science and engineering is an interdisciplinary subject that require students not only have a deep understanding of materials, but also learn to analyze and solve practical problems in various cross-cutting fields. Problem-based learning (PBL) is a student-centered, problem-oriented teaching method. Innovative research short courses based on the PBL teaching mode for undergraduate students majoring in materials science can highlight the practicability and advancement of the course. This paper highlights how to mobilize students' learning enthusiasm and cultivate students' comprehensive innovation ability in combination with the characteristics of material science, as well as the teaching content. The reform of teaching methods and assessment methods is also discussed.

Effects of flipped classroom combined with PBL teaching mode on the self-learning abilities of nursing students

Objective To explore the effects of flipped classroom combined with problem-based learning (PBL) teaching mode on the self-learning ability in nursing students. Methods From September 2015 to June 2016, students from 6 classes of nursing major of Grade 2013 in Kangda College of Nanjing Medical University were selected by convenience sampling method. Class 1 to 3 were assigned as the experimental group, and Class 4 to 6 were assigned as the control group. In the control group, traditional teaching mode was applied, while in the experimental group, flipped classroom combined with PBL teaching mode was adopted. The self-learning ability was compared between the two groups. Results After intervention, the self-efficacy, learning control, the total score of motivation subscale, learning help, learning planning, learning summary, learning management and the total score of the strategy subscale of the experimental group were all higher than those of the control group, and the differences were statistically significant (P<0.05) . Conclusions The flipped classroom combined with PBL mode can improve students' self-learning ability, which is worthy of promotion. Key words: Students, nursing; Flipped classroom; Problem-based learning; Self-learning

PBL教学模式在土壤肥料学教学中的应用分析

本文基于问题导向性(Problem-Based Learning, PBL)教学模式在土壤肥料学中的应用展开研究。以2015~2016学年第二学期农学和种科专业对口班级共113人作为研究对象进行试验。农学专业对口班级使用PBL教学方法，种科专业对口班级使用传统教学方法。在学期中、学期末对学生进行调查问卷和考试的方式测评，比较PBL教学模式与传统教学模式的效果，并结合土壤肥料学教学特点，分析了PBL教学模式在土壤肥料学教学中的应用效果。结果表明，PBL教学模式在土壤肥料学教学中的应用，很受学生欢迎，满意率很高；学生对知识点理解更透彻，并能学以致用；老师备课更加充分，提前准备多样化教学案例和素材，提升了土壤肥料学教学质量；师生互动频繁，学生学习主动性明显增加，同时也有利于增进师生感情。 This paper was carried out to analyze the application of Problem-Based Learning (PBL) teaching model in soil and fertilizer science. A total of 113 students in the second semester of the 2015 - 2016 academic year were tested. The PBL teaching method was used for the professional coun-terparts’ class of Agronomy, and the traditional teaching method was used in the professional counterpart’s class of Seed Science and Engineering. In the midterm and at the end of the semester, both of the two class students were assessed by the questionnaire and the way of examination, so that we could evaluate PBL and traditional teaching mode. And combined with soil and fertilizer science teaching characteristics, we analyzed the application effect of the PBL teaching mode in the soil and fertilizer science. The main results showed that the PBL teaching mode in the teaching of soil and fertilizer science was very popular with the students, the satisfaction rate was high; the students understood the knowledge more thoroughly and learned to use it; the teacher prepared the lessons more fully, collecting diversification of teaching cases and materials in advance, thus enhanced the teaching quality of soil and fertilizer science; frequent interaction between teachers and students, students learning initiative increased significantly, but also conducive to the emotion between teachers and students.

The Applications of Problem Based Learning on Computer Control Technology Related Courses

The application of the comprehensive designing using Problem Based Learning (PBL) teaching mode for the computer control technology related courses in School of Automation in Guangdong University of Technology is analyzed to prove that the PBL teaching mode will help improve the students' solving problem creative ability, develop their independent thinking manner and team work spirit, further promote their professional level and competitiveness. Then some suggestions for constructing the mechanism of creative training via PBL are given based on the successful experience of PBL teaching practice.

The value of PBL in the urology clinical teaching

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

[Exploration and practice of the integrated problem-based learning teaching mode in public health].

[Exploration and practice of the integrated problem-based learning teaching mode in public health].