Analysis of Application of CBL and PBL Teaching Methods in Clinical Teaching of Breast Surgery

  • Xulong Zhu Shaanxi Provincial People`s Hospital;School of Life Science and Technology, Xi’an Jiaotong University
  • Binliang Huo Shaanxi Provincial People`s Hospital
  • Qingxia Zhao Shaanxi Provincial People`s Hospital
  • Lingguo Wang Shaanxi Provincial People`s Hospital
  • Jia Ma Shaanxi Provincial People`s Hospital
Ariticle ID: 3069
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DOI: https://doi.org/10.18282/l-e.v10i8.3069
Keywords: Breast Surgery, Clinical Teaching, PBL, CBL, Theoretical and Practical Knowledge, Satisfaction of Teaching, Response Rate

Abstract

Objective: To analyze the clinical teaching characteristics of breast surgery and discuss the effect and practical value of CBL (Case-Based Learning) and PBL (Problem-Based Learning) teaching methods. Method: According to study, we brought into labelling and exclusion criteria and 100 breast surgery patients admitted to our hospital were selected as research objects from January 2020 to December 2021. Twenty interns who received clinical teaching were selected as the research objects. The two groups of subjects were randomly divided into 10+50 groups. There were 10 interns and 50 patients in the control group and 10 interns and 50 patients in the experimental group. The control group received LBL (Lecture-Based Learning) for teaching, and the interns performed surgical treatment on the patients; The experimental group received CBL+PBL teaching, and the interns performed surgical treatment on the patients. Then compare the effectiveness of patients’ treatment, the theoretical scores, practical scores and teaching satisfaction of the two groups of interns. Result: Under different clinical teaching interventions, the treatment efficiency of the experimental group was significantly higher than that of the control group. At the same time, the average scores of interns in the experimental group in theory and practice were higher than those in the control group, and their satisfaction with the teaching content and methods was also significantly higher than that in the control group. Difference between the two groups has statistical significance. (P<0.05) Conclusion: Problem-Based Learning and Case-Based Learning clinical teaching methods are effective and have value for promotion.

References

[1] Xie, H.Q., Duan, L.H., Research on the application effect of CBL combined with PBL teaching method in breast surgery clinical teaching [J]. Health industry in China, 2021, 18 (27): 4.

[2] Wang, W., Zhou, J., Mao, J.Y., Application experience of the combined teaching mode of CBL and PBL in breast surgery [J]. Electronic journal of Clinical Medicine literature, 2020,7(3):2.

[3] Shu, F., Yan, Z.L., Chen, J., Application of follow-up CBL theory course and PBL practice course teaching method in clinical gynecological oncology [J]. Basic Medicine and Clinical, 2021, 41(2):3.

[4] Cao, W.G., Yang, Z.L., Application of PBL-CBL teaching mode based on MOOC in clinical teaching of breast surgery[J]. China Medical Herald, 2020, 17(14):4.

Published
2022-06-20
Issue
Vol. 10 No. 8 (2021)
Section
Articles

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