The effectiveness of the combined problem-based learning (PBL) and case-based learning (CBL) teaching method in the clinical practical teaching of thyroid disease

• DOI: 10.1186/s12909-020-02306-y
• Publication Date: 2020-10-22T13:03:03Z
• Authors: Wanjun Zhao; Linye He; Wenyi Deng; Jingqiang Zhu; Anping Su; Yong Zhang
• Keywords: Problem-Based Learning

Abstract Background This study aimed to evaluate the effectiveness and efficiency of PBL–CBL combined teaching in thyroid surgery make observations from students’ perspectives, based on their satisfaction with learning process. Methods We prospectively enrolled 354 fourth-year students majoring clinical medicine, along 232 residents, September 2014 June 2019. These participants were randomly allocated into either group or traditional lecture-based classroom attend a course about nodules. Both pre- post-class quizzes conducted. An anonymous questionnaire was also administered both groups perceptions experiences. compared two methods among all as well residents subgroups. Results The group’s pre-class quiz scores significantly higher than (as determined by two-tailed t-test at 95% confidence interval, T = 16.483, P < 0.001). After class, group, mean total score basic knowledge case analysis increased ( performance improvement (increasing 52.76 70.51 vs. 67.03 71.97). Furthermore, for motivation, understanding, student–teacher interaction, final examination, communication skills, thinking self-learning teamwork absorption, measured survey, Meanwhile, survey representing amount free time consumed lower Conclusions PBL CBL may be an effective method improving medical residents’ enhancing skills.