The PBL teaching method in neurology education in the traditional Chinese medicine undergraduate students: An observational study

Kim, Yun Jin

doi:10.1097/md.0000000000035143

Cited by 3 publications

References 34 publications

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

Li,

Zhang,

Sun

et al. 2023

Preprint

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Background: In China, investigations into the efficacy of neurological clinical teaching try to ascertain the impacts of various teaching methods on intervention outcomes. However, these studies often suffer from limited sample sizes, single-center studies and low quality, compounded by the lack of direct comparative analyses between teaching methods, thereby leaving the identification of the most effective method unresolved. This study aims to compare the effectiveness of various teaching methods in the standardized training of Chinese neurology clinicians to inform an optimal teaching model utilizing a Bayesian network meta-analysis (NMA) approach. Methods: A comprehensive computer search was conducted to identify randomized controlled trials (RCTs) assessing the efficacy of 7 teaching methods: problem-based learning (PBL), case-based learning (CBL), flipped classroom model (FCM), evidence-based medicine (EBM), clinical practice (CP), team-based learning (TBL), and lecture-based learning (LBL). The search, which spanned databases including the China National Knowledge Infrastructure (CNKI), Chinese Citation Database (CDD), China Science Periodical Database (CSPD), Chinese BioMedical Literature Database (CBM), PubMed, Web of Science, and the Cochrane Library, covered the period from the inception of these databases to April 1, 2023. The quality of the included studies was evaluated, and the data were analyzed in R 4.3.2 and Stata 17.0software. Results: From the 31 studies included, comprising 2124 subjects, significant findings emerged. In theoretical examinations, a statistically significant difference was noted among the teaching methods, with CBL, PBL, TBL, FCM, and EBM showing superior performance over the LBL method. The effectiveness ranking of these methods was as follows: CBL > PBL > TBL > FCM > EBM > CP > LBL. In terms of practical skills examinations, a similar pattern of effectiveness was observed. Here, the order of effectiveness was CBL > EBM > PBL > TBL > FCM > CP > LBL. Conclusions: This NMA indicated that the modern teaching pedagogies, particularly CBL, could be effective in neurology education, and might help improve the theoretical examinations and practical skills of neurology clinicians. Fully tapping into the strengths of modern teaching methods in neurology teaching will require additional work and advancing research.

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

Li,

Zhang,

Sun

et al. 2023

Preprint

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

Li,

Zhu

2024

Preprint

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Background: Problem-based learning (PBL) is a "problem" centered teaching method, and it is also a critical new way needed in the nursing teaching of obstetrics and gynecology. Therefore, it is necessary to explore the effect of problem-based learning (PBL) in clinical nursing teaching of obstetrics and gynecology. Methods: 90 trainee nursing students of obstetrics and gynecology were randomly divided into control group (n=45, using traditional teaching mode) and PBL group (n=45, using PBL), and the teaching quality and other indicators were compared. Results: The teaching quality, assessment scores, graduation scores and satisfaction of nursing interns in the PBL group were all higher than those in the control group, and the differences were statistically significant (P<0.05). Conclusion: The application of PBL in obstetrics and gynecology nursing teaching is of great significance.

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Challenge in Social Management and Active Methodology in Medical Education

Leal,

Brito,

Furlan

et al. 2024

RGSA

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Objective: Investigate understanding the impact of the active Problem Based Learning (PBL) methodology on the knowledge consolidated during medical graduation and the challenge of social management. Theoretical Framework: Social management is a process that is taken to a specific community and is based on collective, continuous and open learning for the design and execution of projects that respond to the needs and problems of a specific focus. In this context, we involve the learning process as a dynamic process that suffers from interference from all of an individual's biopsychosocial components. Understanding that different teaching techniques generate different results in content retention and learning itself is essential for new methodologies and technologies to be developed in order to facilitate this process. In this sense, the problem-based method or PBL consists of a teaching model centered on the student and their knowledge and the teacher in the figure of a tutor, who guides the student on the learning journey, and is shown to be an innovative method, modifying relationships between learning agents and knowledge itself, especially in the academic environment. Method: The methodology adopted for this research comprises a bibliographical review of the literature. Data collection was carried out through articles published on the PubMed and SciELO platforms, totaling 13 articles that met the inclusion criteria. Results and Discussion: The results obtained revealed that PBL promotes a significant improvement in students' critical thinking capacity, and the implementation of PBL in teaching environments was associated with significant learning and the development of essential skills for academic development and professional practice. In general, the articles analyzed show that choosing PBL as a teaching method in different educational contexts not only improves academic performance, but also develops crucial skills for professional practice, preparing students to face complex challenges and improve their capabilities at the same time. throughout their careers. Originality/Value: This study contributes to the literature by addressing the use of PBL as a dynamic and effective teaching method, compared to traditional teaching and social management. The relevance and value of this research are based on the extent to which it addresses a learning model that can provide essential skills for training in the health field.

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The PBL teaching method in neurology education in the traditional Chinese medicine undergraduate students: An observational study

Cited by 3 publications

References 34 publications

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

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

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

Challenge in Social Management and Active Methodology in Medical Education

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