Abstract: Objective To explore the value and promotion feasibility of applying presentation-assimilation-discussion (PAD) class combined with case-based learning (CBL) method in the theory teaching of pharmacology. Methods From August to December 2021, two classes of undergraduate students majoring in clinical medicine in grade 2018 of Jinzhou Medical University were randomly selected as the research subjects and randomly divided into the control group (n=29) and experimental group (n=32). PAD combined with CBL was adopted in the experimental group while the traditional teaching method was adopted in the control group. The final examination and questionnaire survey were used to evaluate the learning effect. T test and χ² test were used for data analysis. Results In the final examination, the scores of the knowledge mastery questions, the ability application questions and the total score in the experimental group were (47.8±4.7), (35.8±2.6) and (83.7±6.3) respectively, which were higher than those of the control group (45.0±4.3), (30.0±3.0) and (75.1±7.1), and the differences were statistically significant (all P<0. 05). The results of the questionnaire showed that 28 students (87.5%) in the experimental group and 12 students (41.4%) in the control group thought that their active learning ability had been improved. Thirty students (93.8%) in the experimental group and 20 students (69.0%) in the control group were satisfied with the classroom. The differences between the two groups were statistically significant (all P<0.05). Conclusions PAD combined with CBL teaching method in pharmacology theory teaching is helpful for students to grasp and apply knowledge, to cultivate their active learning ability and to improve classroom satisfaction.

Key words: Pharmacology, Students, medical, Presentation-assimilation-discussion class, Case-based learning, Theory teaching, Teaching methods