关键词: 以问题为基础教学; 医学生; 临床; 教学

Abstract:

Objective To explore the value of problem-based learning (PBL) method in clinical teaching of cerebral artery dissection. Methods A total of 30 postgraduates in neurocritical department at Beijing Tiantan Hospital affiliated to Capital Medical University were randomized into test group and control group. In the test group, the PBL was applied to the teaching of cerebral artery dissection. In control group, lecture-based learning (LBL) was applied. After the whole course, all the postgraduates in two groups took a examination of theoretical knowledge and case analysis about cerebral artery dissection. Examination scores were compared between the two groups. Results The performance in theoretical knowledge test ([89.13±1.40] vs [84.40±2.35]) and case analysis test ([89.73±1.83] vs [86.00±1.85]) in PBL group were more better than in LBL group. Conclusion The PBL teaching mode is helpful for students to improve the capability of clinical thinking and case analysis.

Key words: Problem-based learning; Medical students; Clinic; Teaching