ObjectiveTo compare the effect of problem-based learning (PBL) and traditional teaching method (lecture-based learning) on clinical practical teaching of orthopedic surgery. MethodsBetween 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. ResultsPerformance 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). ConclusionThe 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.
Objective To explore the effectiveness of situational experiential teaching mode in emergency internship teaching. Methods Interns from the Department of Emergency, Jiangyou Fifth People’s Hospital from July 2022 to May 2023 were selected as the research subjects. The interns were randomly divided into a trial group and a control group using a random number table method. The trial group adopted a situational experiential teaching mode, while the control group adopted a traditional teaching mode. Theoretical knowledge testing, clinical comprehensive ability assessment, and clinical information feedback were used to evaluate the effectiveness of different teaching methods. Results A total of 90 interns were included, with 45 people in each group, aged 18-23 years old. Both groups consist of 18 clinical medicine students and 27 clinical nursing students. There was no statistically significant difference in academic performance in school between the two groups of interns (P>0.05). The theoretical knowledge test score (92.98±2.71 vs. 85.29±6.24), clinical comprehensive ability assessment score (90.52±2.58 vs. 83.35±5.25) and clinical feedback (44 excellent and 1 fine in the trial group vs. 25 excellent, 5 fine, and 15 poor in the control group) of the trial group were better than those in the control group (P<0.05). Conclusions The situational experiential teaching mode can enhance interns’ learning interest, improve memory effectiveness, help students master theoretical knowledge, and enhance their comprehensive abilities in clinical evaluation and decision-making. It is worth promoting in clinical practice.