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