Evaluation of PBL teaching method in clinical pathology teaching

Fan Xiaojie; Deng Huiyan; Ding Yan; Liu Yueping

Abstract：Objective To compare the effects between problem-based learning(PBL)teaching mode and traditional lecture-based learning(LBL)teaching mode in clinical pathology teaching.Methods 50 residency physicians who received standardized training for residents in the Department of Pathology in the Fourth Hospital of Hebei Medical University from January 2020 to December 2021 were selected as the subjects.They were divided into control group and experimental group by random drawing,with 25 residency physicians in each group.The control group was taught according to LBL teaching method,and the experimental group was taught with PBL teaching method.The theoretical knowledge mastery and practical application ability of the two groups of residency physicians were evaluated.Results The theoretical test results showed that although the theoretical average score of the control group increased from(83.68±4.01)before training to(85.44±3.15)after training,the difference was not statistically significant(P>0.05).The theoretical average score of the experimental group increased singificantly from(81.84±2.63)before training to(87.56±1.26)after training,and the difference was statistically significant(P<0.05).After training,the average scores of film reading of the control group and the experimental group were compared,and the difference was statistically significant(P<0.05).In terms of application ability of theoretical knowledge,the experimental group was significantly better than the control group(P<0.05)in clinical scientific research thinking ability,independent learning ability,and literature reading ability.In terms of satisfaction with teachers'teaching content,the experimental group was significantly higher than the control group,and the difference was statistically significant(P<0.05).Conclusion The application of PBL method in the teaching of clinical pathology can effectively improve the comprehensive effect of pathology teaching,which is conducive to the grasp of theoretical knowledge,the enhancment of the application of theoretical knowledge in the practice of reading films,as well as the transformation of the corresponding scientific research ability,and promotes the progress of pathology teaching to a great extent.