Effectiveness of problem-based learning combined with lecture based learning methodology in renal pathology education

Abstract

To evaluate the teaching effect of problem-based learning (PBL) combined with lecture-based learning (LBL) compared with that of LBL alone in renal pathology education for trainees receiving standardized training.A total of 65 undergraduate medical students who received standardized training in Xijing Hospital from January 2016 to November 2019 were randomly divided into a PBL+LBL group (33 subjects) and an LBL alone group (32 subjects). The teaching effect was evaluated using the subjects’ diagnostic accuracy of renal pathology, knowledge of renal pathology and teaching satisfaction assessment. The diagnostic accuracy of renal pathology, knowledge of renal pathology and teaching satisfaction assessment in PLB+LBL group (81.0%, 79.99 ± 6.65 and 89.4%, respectively) were significantly higher than those in the LBL alone group (58.5%, 62.89 ± 10.31 and 58.9%, respectively). While teaching renal pathology to undergraduate medical students receiving standardized training, the PBL+LBL group benefited from a teaching effect and gave a better teaching satisfaction.

Keywords:

• renal pathology
• standardized training of undergraduate medical students
• problem-based learning (PBL)
• lecture based learning (LBL)

Acknowledgements

This work was supported by The National Natural Science Foundations of China (No. 81470993 and No. 81272621), and Xijing Hospital Foundation (XJGX15Y45).

Disclosure statement

No potential conflict of interest was reported by the author(s).

The authors’ contributions

Guoshuang Xu proposed the idea for the study and guided its implementation and writing; Lijuan Zhao was responsible for the renal pathology test; Meilan Zhou was responsible for the satisfaction survey.

Additional information

Funding

This work was supported by the National Natural Science Foundation of China [81272621]; National Natural Science Foundation of China [81470993]; Xijing Hospital Foundation [XJGX15Y45].

Notes on contributors

Guoshuang Xu

Guoshuang Xu, male, professor, Department of Nephrology, Xijing Hospital, Fourth Military Medical University of PLA. Mainly engaged in clinical, scientific research and teaching of kidney disease. In order to improve the teaching effect and teaching satisfaction, in recent years, new teaching methods are being explored for the clinical and pathological aspects of kidney disease and peritoneal dialysis. In the teaching of renal pathology, it is found that problem-based learning (PBL) combined with lecture-based learning (LBL) has better teaching effect and teaching satisfaction than LBL alone.