Investigation on cognition and application of problem-based learning among teachers in a medical college

doi:10.3760/cma.j.issn.1673-677X.2018.03.020

Abstract

Abstract: Objective To understand the cognition and application of the problem-based learning (PBL) from teachers in a medical college, and provide suggestions for medical teaching method improvement.Methods A cross-sectional survey was conducted among 75 teachers engaged in first-line teaching in medical colleges. The software SPSS 22.0 was used to analyze the data.Results Totally 75 valid answer sheets were received. A total of 60.0% (45/75) teachers’ PBL knowledge come from school training; 12.0% (9/75) teachers’ PBL knowledge were derived from radio, television, newspapers and other media. The difference in the source of PBL knowledge of different professional teachers was statistically significant(χ²=18.69,P<0.001)and the majority of them like this teaching method. It was believed that PBL teaching can improve students’ independent learning, knowledge, problem solving and teamwork spirit. There was no statistically significant difference between different professional teachers in PBL (χ²=4.13,P=0.13). At present, 48.0%(36/75) of teachers apply PBL teaching method to teaching, but PBL teaching time was relatively short.Conclusions The teachers from the school have a better understanding of the PBL teaching method. And traditional method combined with PBL is proposed according to the school’s present situation.

Key words: Problem-based learning, Medical education, Teacher, Survey

Wei Junni, Xue Shulian, Fu Zhendong. Investigation on cognition and application of problem-based learning among teachers in a medical college[J]. Chinese Journal of Medical Education, 2018, 38(3): 403-406.

References

[1] 陈星星, 晏丹, 袁修学, 等.PBL教学对自主学习的影响[J]. 教育教学论坛,2017(23):181-182. DOI:10.3969/j.issn.1674-9324.2017.23.086.
Chen XX, Yan D, Yuan XX, et al.The effects of PBL on self-directed learning[J]. Education Teaching Forum,2017 (23):181-182. DOI: 10.3969/j.issn.1674-9324.2017.23.086.
[2] 陆媛, 于德华, 张斌, 等.PBL教学模式在全科医师规范化培训中的实践应用[J]. 中国全科医学,2014(16):1880-1883. DOI: 10.3969/j.issn.1007-9572.2014.16.019.
Lu Y, Yu DH,Zhang B,et al.Application of problem-based learning model in general practical standard training[J]. Chinese General Practice,2014(16):1880-1883. DOI:10.3969/j.issn.1007-9572.2014.16.019.
[3] 梁婷婷.基于PBL的微课设计及翻转课堂的研究与实践[J]. 广西民族师范学院学报,2016,33(3):34-37. DOI: 10.3969/j.issn.1674-8891.2016.03.011.
Liang TT.Research and practice of micro-lecture design and flipped classroom based on PBL[J]. Journal of Guangxi Normal University for Nationalities,2016,33(3):34-37. DOI:10.3969/j.issn.1674-8891.2016.03.011.
[4] 薛勤, 刘玉梅, 汪年松.慕课与PBL教学法相融合在肾脏科临床教学中的应用[J]. 中国医学教育技术,2017,31(5):550-553. DOI: 10.13566/j.cnki.cmet.cn61-1317/g4.201705016.
Xue Q, Liu YM, Wang NS.Application of MOOCs combined with PBL in clinical teaching of nephrology[J]. China Medical Education Technology,2017,31(5):550-553. DOI: 10.13566/j.cnki.cmet.cn61-1317/g4.201705016.
[5] 李金龙.我国医学高等教育中PBL教学模式的现状、问题及实践策略[J]. 广东技术师范学院学报,2015,36(8):138-140. DOI: 10.3969/j.issn.1672-402X.2015.08.033.
Li JL.Current situation, problems and practice strategy of PBL teaching in medical higher education in China[J]. Journal of Guangdong Polytechnic Normal University,2015,36(8):138-140. DOI: 10.3969/j.issn.1672-402X.2015.08.033.
[6] 王沁萍, 陈向伟, 李军纪.我国高等医学教育中PBL教学模式应用的研究现状[J]. 基础医学教育,2011,13(12):1071-1074. DOI: 10.3969/J.ISSN.2095-1450.2011.12.13.
[7] 武小娟, 邓亚仙, 任守臣, 等.在儿科PBL教学中如何提高教师的带教能力[J]. 中国高等医学教育,2016(6):90-91. DOI: 10.3969/j.issn.1002-1701.2016.06.045.
[8] 武宇明, 张敏, 黄晓鑫, 等.PBL教学在河北医科大学的应用与效果[J]. 中华医学教育探索杂志,2015,14(12):1271-1275. DOI: 10.3760/cma.j.issn.2095-1485.2015.12.021.
Wu YM, Zhang M, Huang XX, et al.The application and effect of PBL teaching method in Hebei Medical University[J]. Chin J Med Edu Res,2015,14(12):1271-1275. DOI: 10.3760/cma.j.issn.2095-1485.2015.12.021.
[9] 郑蓉, 毕宏生, 吴建峰, 等.眼科研究生教学中应用PBL的调查问卷分析[J]. 中国高等医学教育,2011(12):134-135. DOI: 10.3969/j.issn.1002-1701.2011.12.069.
Zheng R,Bi HS,Wu JF,et al.Analysis of questionnaire about PBL in ophthalmology graduate education[J]. China Higher Medical Education,2011(12):134-135. DOI: 10.3969/j.issn.1002-1701.2011.12.069.
[10] Lee MN, Nam KD, Kim HY.Effects of simulation with problem-based learning program on metacognition, team efficacy, and learning attitude in nursing students: Nursing care with increased intracranial pressure patient[J]. Comput Inform Nurs, 2017,35(3):145-151. DOI: 10.1097/CIN.0000000000000308.

[1]	Lin Ruying, Zhao Xiaozhen, Xu Jianwen. Based on the post competency as the core in the training mode of young teachers of human anatomy [J]. Chinese Journal of Medical Education, 2020, 40(9): 666-670.
[2]	Liu Chang, Dong Yue, Zhang Zixun, Hu Chang, Peng Zhiyong. The quality of published survey instruments used in medical education research in China [J]. Chinese Journal of Medical Education, 2020, 40(9): 721-725.
[3]	Li Honghe, David A Hirsh, Tara A Singh, Yamini Saravanan, Rachel Hathaway, Bianca Shagrin, Elizabeth Gaufberg, Arundhati Ghosh, Liu Jun, Li Chloe, Wen Deliang. Longitudinal integrated clerkships in developed countries and their inspiration for Chinese medical education [J]. Chinese Journal of Medical Education, 2020, 40(9): 748-698.
[4]	Wu Xueji, Wang Hui, Zhang Yuhua, Mao Ji, Liu Yuqing, Jing Qinlong, Luo Lei, Zhang Zhoubin. The implementation of Wechat-based continuing medical education system for health-care workers in the battle against COVID-19 pandemic [J]. Chinese Journal of Medical Education, 2020, 40(8): 610-614.
[5]	Tang Lin, Gui Hang. Target-driven curriculum innovation: exploring the medical education reform in the United States [J]. Chinese Journal of Medical Education, 2020, 40(8): 649-653.
[6]	Ding Lei, Shao Li, Wang Hui, Tang Hua, Yang Jing, Guo Xiaokui, Hu Yiqun. Reflections on cultivation of medical talents from the experience dealing with COVID-19 pandemic [J]. Chinese Journal of Medical Education, 2020, 40(7): 481-485.
[7]	Ye Qing, Yang Jin, Cheng Yujia, Dong Weiguo. How to strengthen the training on hospital infection control during the COVID-19 pandemic [J]. Chinese Journal of Medical Education, 2020, 40(7): 490-494.
[8]	Huang Jiaxin, Yuan Siyue, Ding Hui, Liu Chen, Wang Lei, Huang Zehan, Du Yiheng, Zhang Tao, Hu Jianli, Yang Shengli. Online learning and living conditions of medical college students during the COVID-19 pandemic [J]. Chinese Journal of Medical Education, 2020, 40(7): 495-499.
[9]	Wu Hongbin, Xie A'na, Wang Weimin. Retrospect and prospect of eight-year medical education program in China [J]. Chinese Journal of Medical Education, 2020, 40(7): 513-518.
[10]	Liao Peng, Hou Jianlin, Liao Kaiju, Li Fei, Ma Xuanxuan, Wang Zhifeng. Quantity and geographic distribution of colleges offering undergraduate clinical medicine program in China [J]. Chinese Journal of Medical Education, 2020, 40(7): 519-523.
[11]	Yan Jun, Li Wentao, Zhao Shengnan, Jin Zhe, Wang Nan, Li Xiaoyang, An Libin. Development of information literacy evaluation tool for nursing teachers in colleges and universities [J]. Chinese Journal of Medical Education, 2020, 40(7): 569-573.
[12]	Sun Tao, Sun Baozhi. Discussion on the motivation of speeding up the reform of medical education [J]. Chinese Journal of Medical Education, 2018, 38(4): 487-490.
[13]	Peng Shutao, Shi Jinhuan. Investigation on the medical education management models in comprehensive universities under the strategy of medical education synergy [J]. Chinese Journal of Medical Education, 2018, 38(4): 491-494.
[14]	Liu Ziyan, Kong Weijuan, Ma Weiwei. Studies on the situation of undergraduate tutorial system and strategy of improvement based on the demand of medical student growth [J]. Chinese Journal of Medical Education, 2018, 38(4): 495-498.
[15]	Ren Wen, Fang Xiangming, Ren Jingjing. The knowledge of general practice and vocational tendency of undergraduate clinical medical students of Zhejiang University [J]. Chinese Journal of Medical Education, 2018, 38(4): 503-506.