Application of problem-based learning and case-based learning in teaching ectopic pregnancy to fifth-year medical students
Abstract Objective This study explored the effectiveness of combining problem-based learning (PBL) and case-based learning (CBL) in the clinical teaching of ectopic pregnancy. Methods: Fifth-year students majoring in clinical medicine were recruited from the Department of Gynecology at the Hengyang...
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BMC
2024-11-01
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| Series: | BMC Medical Education |
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| Online Access: | https://doi.org/10.1186/s12909-024-06327-9 |
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| author | Weimin Xie Ya Li Xiaohang Liu |
| author_facet | Weimin Xie Ya Li Xiaohang Liu |
| author_sort | Weimin Xie |
| collection | DOAJ |
| description | Abstract Objective This study explored the effectiveness of combining problem-based learning (PBL) and case-based learning (CBL) in the clinical teaching of ectopic pregnancy. Methods: Fifth-year students majoring in clinical medicine were recruited from the Department of Gynecology at the Hengyang Central Hospital and Hainan General Hospital between September 2023 and June 2024. The students were randomly assigned to either the combined PBL-CBL or the traditional group. At the end of the class, both groups of students were required to complete a post-class quiz and an anonymous questionnaire. Results The basic knowledge score in the combined PBL-CBL group was significantly higher than that in the traditional group (42.6 ± 3.6 vs 35.0 ± 2.3, p = 0.000). Similarly, the case analysis score was higher in the combined PBL-CBL group than that in the traditional group (37.1 ± 6.2 versus 33.8 ± 5.7, p = 0.013). The scores for learning motivation, understanding, student–teacher interaction, communication skills, clinical thinking skills, self-learning skills, knowledge absorption, and satisfaction with the course in the combined PBL-CBL group were significantly higher than those in the traditional group (p < 0.05). However, the score for the amount of free time consumed by the combined PBL-CBL group was significantly higher than that of the traditional group (p < 0.05). Conclusion The study suggests that the combined PBL-CBL teaching method might be a promising new mode of gynecological education. |
| format | Article |
| id | doaj-art-3b70b7cb047e4bb999f5735d5581104d |
| institution | OA Journals |
| issn | 1472-6920 |
| language | English |
| publishDate | 2024-11-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Medical Education |
| spelling | doaj-art-3b70b7cb047e4bb999f5735d5581104d2025-08-20T02:33:06ZengBMCBMC Medical Education1472-69202024-11-012411510.1186/s12909-024-06327-9Application of problem-based learning and case-based learning in teaching ectopic pregnancy to fifth-year medical studentsWeimin Xie0Ya Li1Xiaohang Liu2Department of Gynecology, Affiliated Hengyang Hospital of Hunan Normal University & Hengyang Central HospitalDepartment of Gynecology, Affiliated Hengyang Hospital of Hunan Normal University & Hengyang Central HospitalDepartment of Gynecology, Hainan General Hospital, Hainan Affiliated Hospital of Hainan Medical UniversityAbstract Objective This study explored the effectiveness of combining problem-based learning (PBL) and case-based learning (CBL) in the clinical teaching of ectopic pregnancy. Methods: Fifth-year students majoring in clinical medicine were recruited from the Department of Gynecology at the Hengyang Central Hospital and Hainan General Hospital between September 2023 and June 2024. The students were randomly assigned to either the combined PBL-CBL or the traditional group. At the end of the class, both groups of students were required to complete a post-class quiz and an anonymous questionnaire. Results The basic knowledge score in the combined PBL-CBL group was significantly higher than that in the traditional group (42.6 ± 3.6 vs 35.0 ± 2.3, p = 0.000). Similarly, the case analysis score was higher in the combined PBL-CBL group than that in the traditional group (37.1 ± 6.2 versus 33.8 ± 5.7, p = 0.013). The scores for learning motivation, understanding, student–teacher interaction, communication skills, clinical thinking skills, self-learning skills, knowledge absorption, and satisfaction with the course in the combined PBL-CBL group were significantly higher than those in the traditional group (p < 0.05). However, the score for the amount of free time consumed by the combined PBL-CBL group was significantly higher than that of the traditional group (p < 0.05). Conclusion The study suggests that the combined PBL-CBL teaching method might be a promising new mode of gynecological education.https://doi.org/10.1186/s12909-024-06327-9Ectopic pregnancyProblem-based learningCase-based learning |
| spellingShingle | Weimin Xie Ya Li Xiaohang Liu Application of problem-based learning and case-based learning in teaching ectopic pregnancy to fifth-year medical students BMC Medical Education Ectopic pregnancy Problem-based learning Case-based learning |
| title | Application of problem-based learning and case-based learning in teaching ectopic pregnancy to fifth-year medical students |
| title_full | Application of problem-based learning and case-based learning in teaching ectopic pregnancy to fifth-year medical students |
| title_fullStr | Application of problem-based learning and case-based learning in teaching ectopic pregnancy to fifth-year medical students |
| title_full_unstemmed | Application of problem-based learning and case-based learning in teaching ectopic pregnancy to fifth-year medical students |
| title_short | Application of problem-based learning and case-based learning in teaching ectopic pregnancy to fifth-year medical students |
| title_sort | application of problem based learning and case based learning in teaching ectopic pregnancy to fifth year medical students |
| topic | Ectopic pregnancy Problem-based learning Case-based learning |
| url | https://doi.org/10.1186/s12909-024-06327-9 |
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