{"title":"[Application of PBL in Clinical Practice of Chinese Medicine in Western Medicine Colleges].","authors":"Shi-Qing Yao, Lan Zhou","doi":"","DOIUrl":null,"url":null,"abstract":"<p><p>Objective To observe the application value of problem-based learning (PBL) in clinical practice of Chinese medicine (CM). Methods Totally 162 clinical undergraduates were randomly and equally assigned to the observation group (PBL group) and the control group [lecture-based learning (LBL) group], 81 in each group. Clinical practice was conducted in them. At the end of clinical practice the teaching effect was assessed using test and questionnaire. Results Performance records of case analysis and four diagnoses of CM were higher in the PBL group than in the LBL group (P <0. 05). The satisfaction survey for teaching was better in the PBL group than in the LBL group (P <0. 05). Conclusion PBL could achieve better teaching effect in clinical practice of CM, which was worthy of spreading and application.</p>","PeriodicalId":10107,"journal":{"name":"中国中西医结合杂志","volume":"37 2","pages":"243-244"},"PeriodicalIF":0.0000,"publicationDate":"2017-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"中国中西医结合杂志","FirstCategoryId":"3","ListUrlMain":"","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0
Abstract
Objective To observe the application value of problem-based learning (PBL) in clinical practice of Chinese medicine (CM). Methods Totally 162 clinical undergraduates were randomly and equally assigned to the observation group (PBL group) and the control group [lecture-based learning (LBL) group], 81 in each group. Clinical practice was conducted in them. At the end of clinical practice the teaching effect was assessed using test and questionnaire. Results Performance records of case analysis and four diagnoses of CM were higher in the PBL group than in the LBL group (P <0. 05). The satisfaction survey for teaching was better in the PBL group than in the LBL group (P <0. 05). Conclusion PBL could achieve better teaching effect in clinical practice of CM, which was worthy of spreading and application.
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