CBL combined with PBL teaching method in practice lessons of laboratory diagnostics

doi:10.3760/cma.j.issn.1673-677X.2018.02.025

Abstract

Abstract: Objective To help medical students better understanding the clinical significance and the mutual relationship of laboratory tests,and to improve their ability on analysis and application of laboratory tests. Methods 38 foreigner medical students who started their clinical course in Civil Aviation General Hospital in 2012, 2013 and 2014 were chosen to try CBL-PBL teaching method. Self-designed evaluation sheet was used to collect the feedback from students and teachers. Results All students presented a welcome attitude on CBL combined with PBL teaching method, they liked to share what they have learned. Selection of case,refinement of problem,design of class, professional quality of teacher and the preparation situation of student all had influence on the teaching efficiency. Appraising through case-analyzing tests, it showed that students could understand and utilize the laboratory tests well which they studied in the class. Conclusions CBL combined with PBL teaching method can help student better understanding the utilizing laboratory tests.

Key words: Case-based learning, Problem-based learning, Laboratory diagnostics, Effect

Wang Xuejing, Zhao Xu, Lyu Wenjuan, Wang Shan, Qu Chenxue, Lu Binghuai, Li Dong, Gong Ke, Wang Shuhua, Zhu Fengxia, Xu Xianfa. CBL combined with PBL teaching method in practice lessons of laboratory diagnostics[J]. Chinese Journal of Medical Education, 2018, 38(2): 272-276.

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