Application effect of problem-based learning teaching model in respiratory critical medicine

Objective To evaluate the effects of problem-based learning (PBL) teaching model in medical imaging education in China. Methods Such databases as PubMed, Medline, CNKI, WanFang, VIP Data were electronically searched for literature on PBL versus lecture-based learning (LBL) applied in medical imaging education in China up to April, 2015. According to the strict quality evaluation of the in-cluded studies, meta-analysis was performed using Rev-Man 5.2 software. Results Fourteen studies were included totally. Studies included 1 233 students, of whom the PBL group had 608 cases, while LBL group had 625 cases. Compared with LBL, PBL was superior in medical imaging theoretical scores [WMD=5.22,95% CI(3.06, 7.37), P=0.000], and the case analysis scores [WMD=6.45, 95% CI(4.77, 8.12), P= 0.000]. PBL was also superior in the autonomous learning ability [RR=1.78, 95%CI(1.47, 2.16), P=0.000], the unity cooperation ability [RR=1.42,95%CI(1.25, 1.61), P=0.000] and analysis ability [RR=1.73,95%CI(1.42, 2.11), P=0.000]. There were significant differences between PBL group and LBL group. Conclusion PBL can improve teaching results in medical imaging education. Key words: Problem-based learning; Medical imaging; Meta-analysis

Objective To evaluate the effect of WeChat learning platform combined with problem-based learning (PBL) teaching model in refresher physician training of gynecology. Methods A total of 63 refresher doctors who studied in Obstetrics and Gynecology Department of Beijing Shijitan Hospital were selected as observation group (PBL+ WeChat group, n=30) or control group (PBL group, n=33) randomly. Knowledge of abnormal uterine bleeding (AUB) and job competency score were used to evaluate the training effect. Results Compared with pre-training and post-training, the competency of PBL+ WeChat group in clinical basic ability [5(4, 5) vs 2(1, 3)], medical professional quality and spirit [5(4, 5)vs 4(3, 4)], basic public health service ability [4(4, 5) vs 3(2, 4)] was significantly improved, with statistical significance (all P<0.05). AUB average knowledge points of PBL+ WeChat group were 76.00±19.41 which were significantly higher than 61.52±22.10 of PBL group (t=2.753, P=0.008). Conclusions WeChat learning platform combined with PBL teaching model can help to improve clinician's clinical skills and job competency. Key words: Problem-based learning; WeChat learning platform; Competency; Gynecology; Refresher physician

Objective To explore and evaluate the problem-based learning (PBL) -team-based learning (TBL) model in clinical practice teaching of periodontology. Methods Sixty students majored in oral medicine admitted in our department in 2011 were randomly divided into PBL-TBL group and lecture-based learning (LBL) group (30 students in each group) . Both a test and a sheet of questionnaire were used to evaluate the effect of PBL-TBL, and the correpsonding scores for the two groups were compared with independent t-test. Results The students of PBL-TBL group were scored higher in the test (t= 3.293, P= 0.002) , suggesting higher abilities in disease diagnosis and differential diagnosis (t= 4.926, P<0.001) , treatment planning (t= 4.229, P<0.001) , and answering questions (t= 6.198, P<0.001) than those of LBL group. Upon questionnaire results, the students in PBL-TBL group showed significantly higher ability in learning motivation (t= 16.706, P<0.001) , enhancement in learning and cooperation (t= 21.289, P<0.001) , and case analysis and treatment (t= 24.349, P<0.001) compared with those in LBL group. It was found that 93.3% students in PBL-TBL group were satisfied with this new teaching model. Conclusions PBL-TBL model can arise students′ learning initiative, strengthen teamwork, foster critical thinking, and improve their ability in solving clinical problems. It is a more effective teaching method compared with LBL model in clinical practice teaching in periodontology. Key words: Periodontics; Clinical clership; Team-based learning; Problem-based learning

Objective To investigate the feasibility and superiority of the lecture based learning （LBL） combined prablem-based learning （PBL） for endocrinology teaching practice. Methods Totally 150 clinic medical undergraduates were randomly divided into three groups： LBL group （n=50）, PBL group （n=50） and LBL＋PBL group （n=50）. Questionnaires, written and oral tests were employed to evaluate the teaching effect. ANOVA was used to compare the indicator scores and chi-square test was used to compare grades and passing rate. Results Teaching efficiency, mater of knowledge, capabilities of analysis, teaming and collaboration ability and medical diagnosis thinking cultivation were better in LBL and PBL group than in the other two groups. There were statistical differences in total score （F=4.69, P=0.010） and passing rate（A-2=8.94,P=0.030） among three groups. Conclusions LBL＋PBL guarantee the teaching quality and cultivate the comprehensive quality of students ; therefore it is superior to LBL and PBL. Key words: Lecture-based learning; Problem- based learning; Combined teaching; En-docrinology

This study investigated the comparative effectiveness of Problem-Based Learning (PBL) and Lecture-Based Learning (LBL) in the teaching of redox reactions to Senior High School students in Ghana. The central objective was to examine which of the two pedagogical approaches yields better achievement outcomes, as measured by students’ mean scores in knowledge, comprehension, and application of redox concepts. The study was designed to provide evidence for determining which method is more suitable and effective for enhancing learning in chemistry classrooms, particularly for abstract and challenging concepts such as redox reactions. A pure experimental design was adopted, involving 36 Senior High School chemistry students who were randomly assigned to two groups: the PBL group (experimental) and the LBL group (control). Both groups were assessed through a series of pre-tests, immediate post-tests, and delayed post-tests. These assessments were carefully structured to capture three levels of learning outcomes: knowledge recall, conceptual comprehension, and application of redox principles. The use of the t-test helped establish the level of equivalence between the groups and to determine the statistical significance of observed differences in performance. While both groups demonstrated similar prior knowledge, students taught through PBL consistently achieved higher performance across knowledge, comprehension, and application of redox principles in both immediate and delayed assessments. These results indicate that PBL promotes deeper understanding and longer-lasting learning compared to the traditional lecture approach. These findings provide robust evidence that PBL enhances not only short-term learning gains but also long-term retention of redox concepts. By engaging students in problem-solving activities and encouraging active participation, PBL allows learners to develop a more meaningful understanding of abstract chemical processes compared to the traditional lecture approach, which often emphasizes rote memorization. Educationally, the findings highlight the value of learner-centered strategies in improving students’ mastery of abstract chemistry concepts. By actively engaging students in problem-solving and critical thinking, PBL supports meaningful learning rather than rote memorization. The study therefore underscores the need for chemistry teachers and curriculum developers to adopt PBL approaches to enhance conceptual understanding, retention, and problem-solving skills at the Senior High School level.

Explore the feasibility and effectiveness of accepting mind mapping combined with problem-based learning (PBL) teaching method in the standardized training of emergency surgery residents in the multi-disciplinary team (MDT) model of emergency trauma. Eighty-nine doctors under training who rotated in the Department of Emergency Surgery of the First Affiliated Hospital of Anhui Medical University from January 2021 to January 2022 were selected as the study subjects, and randomly divided into a group receiving mind mapping combined with PBL teaching and a group receiving traditional lecture-based learning teaching. Mini-clinical evaluation exercise (Mini-CEX), direct observation of procedural skills (DOPS), teaching adherence, and satisfaction assessments were completed at the time of discharge from the department. There were no significant differences between the observation and control group trainees in terms of gender, age, education, and entry grades. Both groups of doctors were better able to participate in their respective teaching modes and made significant progress. The participants in the observation group had significantly higher Mini-CEX, DOPS, and teaching satisfaction scores than the control group (P < .05). Under the MDT model of emergency trauma, the combination of mind mapping and PBL teaching can improve the comprehensive clinical ability of the trainees more than participating in the traditional lecture-based learning teaching, which is worth promoting and implementing in the clinical standardized training.

Problem-Based Learning (PBL) is an engaging, student-centered teaching approach that has become increasingly popular in the field of medical education. Particularly during clinical rotations, PBL is thought to enhance students' clinical reasoning and skills. However, the impact of PBL in pediatric clerkships has not been fully explored. This study aimed to assess the influence of PBL on the clinical skills of medical interns during pediatric rotations, comparing the outcomes between PBL and traditional teaching methods. A randomized controlled trial was conducted with 72 medical interns (38 male, 34 female) participating in pediatric rotations at our hospital between November 2023 and September 2024. The interns were assigned at random to either the PBL group (36 students) or the traditional teaching group (36 students), with stratification based on baseline clinical examination scores. Both groups participated in a two-week pediatric internship, encountering identical clinical cases. The PBL group received instruction supplemented with PBL, while the traditional group received bedside teaching. The outcomes were evaluated using a theoretical knowledge exam, Mini-CEX assessments, and a PBL group satisfaction survey. The results of the theoretical knowledge exam showed no significant difference between the groups (PBL group: 90.25 ± 2.15, traditional group: 89.78 ± 2.14, p > 0.05), indicating similar support for theoretical learning. Mini-CEX evaluations demonstrated that the PBL group showed significant improvements in history taking, medical decision-making, physician-patient interactions, and comprehensive clinical skills compared to the traditional group. Feedback from the PBL group was overwhelmingly positive, with students highlighting significant improvements in clinical reasoning and diagnostic skills. PBL significantly enhanced clinical skills in pediatric clerkships, particularly in clinical reasoning, diagnosis, and communication. Although both teaching methods supported theoretical learning equally, PBL fostered greater student engagement and deeper learning, suggesting that it could be a valuable model for future medical education.

With the increasing science and technological development, Artificial Intelligence is used in many relevant areas in the modern epoch. In the field of education, ChatGPT has realized the combination of innovative teaching methods, such as Problem-Based Learning (PBL) teaching methods. This teaching method has changed the role of students and teachers, improved the inherent relationship between teachers and students, and made the classroom more active. The combination of ChatGPT and PBL teaching methods breaks the traditional classroom model. It integrates artificial intelligence into the PBL classroom so that the roles of teachers and students have changed and the education system is perfect. Teachers and students have richer learning resources, and the communication between teachers and students is smoother. But at the same time, there are still some problems and topics in integrating artificial intelligence and PBL education classrooms. To promote the further application of ChatGPT in PBL classrooms, people must continue to actively explore the field of education, discover coping strategies, and improve their abilities. Based on the existing research, the essay will discuss how ChatGPT affects the interaction between teachers and students in the classroom under the PBL teaching method and what problems still exist.

Problem-based learning （PBL） teaching method can improve students＇ ability of study, analysis and problem-solving. Network platform based PBL teaching mode combines the network education and PBL teaching mode; it has clear superiority in information acquisition, communication and transmission. Furthermore, it can also solve the problem of inadequate teaching sources. Network platform based PBL teaching mode was applied in neurology teaching to investigate the best scheme and form for teaching plan compilation, network platform building-up and teaching process implementation. At the same time, teaching effect was evaluated and summarized in an aim to improving neurology teaching quality and speeding up the reform of network-based PBL teaching. Key words: Neurology; Problem-based learning; Network platform

Objective To explore the teaching effect of problem-based learning (PBL) combined with students as standardized patients (SSP) in clinical skill training. Methods The total 183 students of five-year clinical medicine in Shanxi Medical University were selected as research subjects. A group of 62 students in class 1 was used as experimental group with PBL combined with SSP, A group of 60 students in class 2 was used as control group 1 with PBL, A group of 61 students in class 3 was used as control group 2 with lecture-based learning (LBL) according to their routine classes. The students in the three groups were evaluated on learning outcomes through theoretical and practical test scores and questionnaires. Results The scores of theoretical examination and practical operation in experimental group are (86.1±8.9) and (80.3±11.9); which in control group 1 are (81.7±8.7) and (75.7±10.4); which in control group 2 are (79.7±11.8) and (74.7±8.3). The scores of theoretical and practical examination in experimental group is significantly better than those of control group 1 and control group 2 (all P<0.05). The teaching method combined with PBL and SSP can improve medical students' interest in learning and students' autonomous learning and students' clinical thinking ability and doctor-patient communication ability. The identification ratio of experinmental group are 91.9%(57/62), 91.9%(57/62), 90.3%(56/62), 88.7%(55/62); which in control group 1 are 76.7%(46/60), 78.3%(47/60), 71.7%(43/60), 53.3%(32/60); which in control group 2 are 75.4%(46/61), 73.8%(45/61), 67.2%(41/61), 50.8%(31/61). There was statistical difference (all P<0.05). Conclusions Compared with LBL teaching method and PBL teaching method, the teaching method combining PBL with SSP can better improve students' clinical practice ability. Key words: Problem-based learning; Student as standardized patient; Clinical teaching; Practical ability

Objective To explore the application of problem-based learning (PBL) combined with simulated standardized patient (SP) teaching mode in teaching diagnostics of acute myocardial infarction (AMI). Methods From March 2016 to March 2017, 153 students in three classes of undergraduate clinical medicine specialty in grade 2013 were selected as the subjects of study, who were taught by the same professor in the theoretical courses, and the teaching contents were all about the diagnostic methods of AMI. The students were randomly divided into control group, PBL group and experimental group with 51 cases in each group. The control group received traditional teaching mode, the PBL group received PBL and theoretical teaching mode, and the experimental group received PBL and SP teaching mode. The theoretical results, medical record writing, students′ satisfaction and teachers′ satisfaction with students′ performance were compared among the three groups. Results The scores of medical record writing [(80.56±7.23)points] and theoretical knowledge [(79.84±5.63)points] in the experimental group were higher than those in the PBL group [(76.24±6.45)points, (74.28±5.05)points] and control group [(70.21±6.13)points, (69.56±4.89)points]. The differences were statistically significant (F1=31.45, 49.95, all P<0.01). The scores of physical examination [(17.38±1.27)points], medical history [(49.47±1.34)points] and chief complaint [(16.82±0.67)points] of the experimental group were higher than those of PBL group [(14.23±1.06)points, (44.88±1.21)points, (13.26±0.54)points] and control group [(11.55±0.98)points, (40.52±1.04)points, (10.97±0.61)points]. The differences were statistically significant (F=352.43, 705.92, 1 195.02, all P<0.01). Teachers′ satisfaction with students′ performance in the experimental group was (42/51, 82.35%) higher than that in the PBL group (60.78%, 37/51) and the control group (43.14%, 22/51) (χ2=16.72, P<0.01). Conclusion The application of PBL combined with SP teaching mode in teaching diagnostics of AMI can effectively improve students′ learning enthusiasm and initiative, improve students′ and teachers′ satisfaction, improve teacher-student relationship and teaching quality. Key words: Problem-based learning; Standardized patient; Myocardial infarction; Diagnostics; Satisfaction

Objective To explore the effect of applying problem-based learning (PBL) and case-based learning (CBL) in the kinesiology experiments. Methods Totally 53 4-year program undergraduates of Nantong University Medical School were divided into control group (n=26) and experimental group (n=27). The control group received traditional teaching and the experimental group received PBL and CBL teaching. The teaching effect was evaluated by examination and questionnaire. Data were analyzed by SPSS 19.0 and t test was used to compared the average scores of theory and questionnaire, α=0.05. Results The theoretical examination results (89.81±1.32) were better than the control group (84.82±1.75) (P=0.028). Meanwhile questionnaire survey showed that the experimental group students' evaluation of their teaching methods in promoting learning interest and initiative, combining theory with practice and teamwork con-sciousness were better than the control group students' evaluation of traditional teaching methods (P<0.05). Conclusion The teaching effect of integration of PBL and CBL teaching methods is better than traditional teaching in kinesiology experiments. Key words: Problem-based learning; Case-based learning; Kinesiology; Teaching effects; Experiment teaching

ObjectiveThis study aimed to compare the impact of case-based learning (CBL) versus lecture-based learning (LBL) on dental students' clinical decision-making regarding DF severity using Visual Analog Scale (VAS) scoring.MethodsEighty first-year graduate dental students were randomly assigned to either the CBL (n = 38) or LBL (n = 42) groups. Both groups received instruction on DF diagnosis, with CBL involving small group sessions analyzing real cases and LBL involving traditional lectures. Effectiveness was assessed by presenting 32 dental fluorosis cases with Thylstrup-Fejerskov Index (TSIF) scores ranging from 0 to 7 through slide presentations to both groups for VAS assessment. Five evaluators of each group randomly selected were asked to repeat the rating 2 weeks later. Statistical analysis included two-way ANOVA for group and gender differences, intra-class correlation coefficient (ICC) for reliability, and Spearman correlation coefficients for validity.ResultsVariations in VAS scores were observed between CBL and LBL groups, with no significant gender impact. Excellent inter- and intra-evaluator agreement was found for VAS scoring in both groups, indicating its reliability. Validation against established indices (such as DI and TSIF) demonstrated strong correlations, with CBL students exhibiting higher correlations.ConclusionsCBL enhances students' clinical decision-making and proficiency in DF diagnosis, as evidenced by more consistent and accurate VAS scoring compared to LBL. These findings highlight the importance of innovative educational strategies in dental curricula, with implications for improving training quality and clinical outcomes.Trial registration: The study was registered at the Clinical Research Center, Hospital of Stomatology, Wuhan University (Registration code: HGGC-036).

Objective: To compare the outcome of lecture-based learning(LBL) and case-based learning(CBL) in the clinical teaching of hepatocellular carcinoma(HCC). Methods: LBL and CBL were used in the teaching class of HCC to 146 interns and visiting fellows in our department. The teaching outcome were compared by the examination and questionnaire. Results: The basic theoretical results of the two groups of LBL and CBL were (75.1±9.7) and (80.1±10.1), respectively; showing statistical significance (t = 2.6, P = 0.02). The results of clinical application of LBL and CBL in two groups were (73.3±10.9) and (86.8±6.4), respectively; with statistical significance (t = 3.4, P < 0.001). The results of the basic theory and clinical application of CBL group were better than those of group LBL (P < 0.05). Students in the CBL group showed a better understanding of the basic theory and clinical application of transarterial chemoembolization in hepatocellular carcinoma than the LBL group, while the overall evaluation of CBL was also higher than LBL(P < 0.05). Conclusions: The CBL in clinical teaching of HCC interventional diagnosis and treatment is superior to LBL, and it’s worth to promote in the clinical teaching. Key words: Carcinoma, hepatocellular; Case based learning; Lecture based learning; Teaching

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.