ObjectiveTo explore the teaching effects of case-based learning (CBL) as an educational strategy in digestive diseases module teaching. MethodsSixty-three oral and dental medical senior students were randomly divided into two groups during February to June 2012. Among them, 31 students were enrolled in the CBL group accepting CBL teaching method based on certain cases, while the other 32 students were designated into the control group receiving traditional teaching method. Their scores in practice skill examination, analytical ability of medical records, module test scores and behavior observation results were compared. Questionnaire survey was performed for students in the CBL group. ResultsThere were no significant difference in scores of clinical practice skill examination and behavior observation results between the two groups (P>0.05). Students in the CBL group did significantly better in case analysis and module test scores (P<0.05). Questionnaire survey revealed that CBL method could significantly improve the learning interest, cultivate the ability to combine theory and practice, strengthen analytical skills and promote problem-solving abilities. The students were generally satisfied with the CBL teaching method. ConclusionCBL method has an obvious advantage in digestive diseases teaching.
ObjectiveTo evaluate the teaching effect of Patient based Problem-Based Learning (PPBL) vs. conventional bedside teaching (CBT) instudents of eight years medical program. MethodSix students of Eight years medical program in two grades from volunteer registration were randomized into PPBL group and the other students were recruited into CBT group. After one year study, the test score in module TBL test, written test in final exam and mutual score were evaluated to compare the teaching effect of two groups. ResultsThe baseline of the two groups were matched when comparing their grades in Diagnoses Course. After trainee period, there were no significant differences between two groups of the test score in module TBL test, written test in final exam and mutual score. ConclusionThe PPBL mode is not inferior to conventional bedside teaching. Furthermore, with advantage in developing the competency of communication, cooperation and manage the information, PPBL has its special value and should be popularized.