Preliminary investigation into application of problem-based learning in the practical teaching of diagnostics

Figures & data

Table 1 Comparison of the baseline characteristics of the two groups of students

Characteristics	PBL group (n=40)	Control group (n=40)	t-value or χ^2 value	P-value
Sex composition (male/female)	19/21	24/16	1.257	0.370
Humanistic quality	83.23±2.2	83.56±2.52	−0.616	0.540
Human morphology	80.19±6.45	80.15±7.31	0.021	0.983
Physiology	77.63±7.59	76.52±8.47	0.619	0.538
Pathophysiology	88.58±6.3	86.69±7.88	1.193	0.236
Pathology	80.5±5.2	81.33±5.6	−0.698	0.487

Note: The scales used in the Characteristics column are as follows: humanistic quality (100 points), human morphology (100 points), physiology (100 points, pathophysiology (100 points), pathology (100 points).

Abbreviation: PBL, problem-based learning.

Figure 1 Comparison of academic achievement (scores) in diagnostics between the two groups of students.

Note: *P<0.05.
Abbreviation: PBL, problem-based learning.

Table 2 Comparison of academic achievement (scores) in diagnostics between the two groups of students

Items	PBL group (n=40)	Control group (n=40)	t-value	P-value
Clinical case analysis (10 points)	7.98±1.08	6.49±1.02	2.13	0.04*
Diagnostic content (10 points)	8.29±0.91	8.49±0.91	−0.96	0.34
Diagnostic skills (10 points)	8.34±1.04	7.15±1.00	2.16	0.03*
Physical examination content (10 points)	8.40±0.84	8.26±0.88	0.76	0.45
Physical examination skills (10 points)	8.16±1.02	8.02±1.20	0.57	0.57
Stage written examination (20 points)	17.38±1.21	16.83±1.36	1.90	0.06
Behavioral observation (10 points)	8.4±1.01	7.07±1.18	3.02	0.00*

Note:

* P<0.05 versus the control group.

Abbreviation: PBL, problem-based learning.

Table 3 Results of the PBL evaluation questionnaire survey

Items	Score (mean ± SD)	Percentage responding as ≥4
1. I actively participated in PBL	4.03±0.77	72.50%
2. PBL enhanced my analytical and problem-solving skills	3.93±0.73	70.00%
3. Under PBL, I conducted self-directed learning	4.10±0.81	72.50%
4. PBL enhanced my ability to retrieve and utilize information	3.73±0.82	50.00%
5. PBL improved my communication skills	4.00±0.68	77.50%
6. PBL trained my ability to cooperate with other team members	3.98±0.77	70.00%
7. Compared with traditional teaching approaches, the knowledge learned through PBL was fragmentary and lack of systematicness	4.05±0.81	70.00%
8. PBL increased my academic burden to some extent	4.03±0.83	67.50%
9. PBL is more enjoyable than conventional teaching	3.95±0.71	72.50%

Abbreviations: PBL, problem-based learning; SD, standard deviation.