The PBL teaching method in Neurology Education in the Traditional Chinese Medicine undergraduate students: An Observational Study

Abstract

Background and Objective: To study the effect of the Problem Based Learning (PBL) method in Neurology education for Traditional Chinese Medicine (TCM) undergraduate students. Methods: In this observational study was conducted 2020/02 and 2020/04 intake the year three TCM undergraduate students of the School of Traditional Chinese Medicine, Xiamen University Malaysia. A total of 86 were enrolled in this study. They were randomly divided into conventional learning groups and PBL groups. Students who missed more than one session of the course and those who did not complete the questionnaires in the evaluation periods were excluded from the study (n=0). An independent sample t-test was used to compare the results between the two groups. A p-value <0.05 was considered significant. Results: The PBL group was significantly effective for the students’ theoretical and clinical practical examination scores, the satisfaction of teaching level, students’ perspectives, and self-learning skills, as well as significantly higher Dundee Ready Educational Environment Measure (DREEM) scores than students who participated with the conventional group (p<0.05). Conclusion: The PBL teaching method in Neurology education for TCM undergraduate students can involve an interesting learning method, significantly improve their learning performance, and the ability to analyze the problem-solving skills in the neurology disease and its management knowledge.

Effect observation of problem-based learning in obstetric and gynecological clinical nursing teaching

“…For nursing students, internships are the rst step in completing their role transformation [13]. At this stage, students need to combine the theoretical knowledge they have learned with practical operations to form a deeper and more systematic understanding [14].…”

“…The PBL group adopts PBL teaching method, with the following speci c content: (1) presenting problems: based on routine nursing operations, common di cult and complicated diseases, teaching plans, etc., clarify relevant knowledge points, such as methods for handling ectopic pregnancy, hormonal regulation methods, key points for eclampsia care, clinical nursing key points, and other problems. At the same time, the preceptor teacher can provide some typical cases for the students to propose nursing key points and develop nursing plans based on their own knowledge [13]. (2) Analyzing and discussing: In the teaching process, the preceptor teacher rst explains the predetermined problems to the students and provides them with ways to collect information, allowing the students to search for relevant materials on their own after the teaching session.…”

Comparison of the Effects of Different Teaching Methods on the Effectiveness of Teaching Neurology in China: A Bayesian Network Meta-Analysis and Systematic Review

“…reported that PBL involves open-ended, self-directed exploration of broader issues, indicating that PBL can foster students' independent learning 51 .…”