• 1. Department of Orthopedics, Affiliated Hospital of Chengdu University, Chengdu, Sichuan 610081, P. R. China;
  • 2. Department of Orthopedic Surgery, University-town Hospital of Chongqing Medical University, Chongqing 401331, P. R. China;
  • 3. Department of Orthopedics, the First Affiliated Hospital, Chongqing Medical University, Chongqing 400016, P. R. China;
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Objective To compare the effect of problem-based learning (PBL) and traditional teaching method (lecture-based learning) on clinical practical teaching of orthopedic surgery. Methods Between May 2012 and December 2013, 55 orthopedic interns were chosen to be divided into two groups: PBL group (n=29) and traditional lecture group (control group, n=26). Case report and examination on a completion of orthopedic surgery were used to assess the teaching outcomes. Results Performance differences in content of presentation and capability of answers to questions were significant between PBL group and the traditional group in the report test (P<0.05). The test scores of case analysis examination in PBL group were significantly higher than those in the traditional lecture group (P<0.05). There was no significant difference between the two groups in other types of questions (P>0.05). Conclusion The participants in PBL group have performed significantly better in culturing clinical thinking and comprehensive analysis, competence and in no circumstance did they perform worse than traditional lecture method.

Citation: NieHai, LiKainan, LiJiahong, AnHong, PengChao, BaiChunhong. Effect of Problem-based Learning and Traditional Teaching Method on Practical Teaching of Orthopedic Surgery. West China Medical Journal, 2016, 31(1): 161-165. doi: 10.7507/1002-0179.20160046 Copy

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