The effectiveness of the combined problem-based learning (PBL) and case-based learning (CBL) teaching method in the clinical practical teaching of thyroid disease

Abstract

Background This study aimed to evaluate the effectiveness and efficiency of PBL–CBL combined teaching in thyroid surgery and make observations from the students’ perspectives, based on their satisfaction with the learning process. Methods We prospectively enrolled 354 fourth-year students majoring in clinical medicine, along with 232 residents, from September 2014 to June 2019. These participants were randomly allocated into either the combined PBL–CBL teaching group or the traditional lecture-based classroom group to attend a course about thyroid nodules. Both pre- and post-class quizzes were conducted. An anonymous questionnaire was also administered to both groups to evaluate the students’ perceptions and experiences. We compared the two teaching methods among all the students as well as with the fourth-year students and residents in subgroups. Results The traditional group’s pre-class quiz scores were significantly higher than the PBL–CBL group’s (as determined by a two-tailed t-test at a 95% confidence interval, T = 16.483, P < 0.001). After class, in the PBL–CBL group, the mean total quiz score and the basic knowledge and case analysis scores increased significantly (P < 0.001). The PBL–CBL group’s performance improvement was significantly higher than the traditional group’s (increasing from 52.76 to 70.51 vs. from 67.03 to 71.97). Furthermore, the scores for learning motivation, understanding, student–teacher interaction, the final examination, communication skills, clinical thinking skills, self-learning skills, teamwork skills, and knowledge absorption, as measured by the survey, were significantly higher in the PBL–CBL group than in the traditional group (P < 0.001). Meanwhile, the survey scores representing the amount of students’ free time the course consumed were significantly lower in the PBL–CBL group than in the traditional group (P < 0.001). Conclusions PBL combined with CBL may be an effective method for improving medical students’ and residents’ performance and enhancing their clinical skills.

Application of online case-based learning in the teaching of clinical anesthesia for residents during the COVID-19 epidemic

“…Second, traditional CBL requires participants to discuss in groups on a fixed schedule at a designated location, which is time-consuming [ 24 , 25 ]. Online CBL, however, allows for asynchronous discussions and can take place “anytime, anywhere”, which improves the efficient use of participants’ time.…”

Application of blended teaching model based on SPOC and TBL in dermatology and venereology

“…In the conventional teaching model, the teacher deconstructs the disease into several parts and then imparts the findings to the students [12], which helps their comprehension under the pace of the class. However, it is challenging for students to adapt to clinical practice, as accounting for theoretical knowledge in the course has little connection with clinical cases [13]. Moreover, students seldom think and explore independently, so they are prone to boredom and lack motivation.…”

[Retracted] Research on the Path and Effect Evaluation of Students’ Quality Improvement in Private Colleges

“…Practice is the only criterion for testing truth, which means that only in the testing of educational practice can the role of educational theory in the development of educational activities be determined [18]. However, the holistic education courses in private colleges in our country are still based on theoretical indoctrination, and the main teaching method is the lecture method [19].…”