The Primary Evaluation Of China Medical University PBL Teaching Model And Efficacy

IntroductionEducation researchers have reached consensus over the problem - based learning ( PBL) teaching model, which has been applied in many medical schools all over the world. However, it is quite necessary to make an analytic research in order to evaluate the advantages and disadvantages of PBL teaching process and efficacy. More importantly, we can establish a suitable PBL teaching evaluation system on basis of our research.Generally speaking, PBL teaching evaluating methods can be summarized as qualitative and qualitative. In this study, we used qualitative questionnaires to evaluate the efficacy of PBL teaching in China Medical University.Material and MethodFrom October 2004 to November 2005 , questionnaire survey was conducted at the end of each teaching course among students ( using the questionnaires for students) and teachers (using the questionnaires for teachers). All the questionnaires were the result of the co - effort of education experts in medical education center of China Medical University and University of Washington Medical Center.After the reliability and validity were determined , the questionnaires were analyzed according to subject ( clinical medicine or basic medicine) , PBLteaching proportion ( ^ 50% or < 50% ). All the data were input into Visual Foxpro6.0 Data Base and then analyzed statistically by SPSS12.0 software.Result and AnalysisReliability coefficient a of student questionnaire and teacher questionnaire were 0. 87 and 0. 937 respectively. Factor analysis was used for determining structural validity. Selected main 4 factors of student questionnaires and 3 factors of teacher questionnaire, contribution rates were 50. 5% and 67. 3% respectively. Our survey indicated that the satisfactory rate of both students and teachers for PBL teaching was very high. Comparison between PBL basic medical teaching and clinical medical teaching proved that there was significant statistical difference among 34 parameters in the questionnaires. Meta - analysis a-mong students attending 24 courses showed that basic medical course and clinical medical course were convergent when cluster distance was 13. Higher satisfactory rate was present in clinical course students as compared with basic medicine learners. When the percentage of total PBL class was over 50% , more students were willing to take the PBL classes. There was no significant difference in the attitude toward PBL teaching among students of five - year, six -year and seven - year program, however, those from seven - year program seemingly showed more optimum trend toward the PBL teaching. Teachers and students had a different opinion on PBL teaching. There was significant difference in three issues of survey questionnaire among teachers at different levels such as teaching assistant, lecturer, associate professor, and professor.DiscussionAccording to the reliability and validity value, our PBL teaching research was reliable and valid. All the PBL students of clinical medicine showed higher learning enthusiasm and their learning skills were improved greatly. PBL in clinical medical teaching achieved better results, which is consistent with examination score analysis from different teaching department. In the PBL - dominantclasses, students had more chances in participating group discussion, which was proved to be more effective in promoting students'skill in clinical diagnosis. Due to their relatively better background, students of seven - year program showed more positive attitude toward the PBL teaching as compared with those of five -year or six - year program. However, It's impossible to change a deeply ingrained opinion in one go. For the teachers, they were trained for the PBL teaching in advance and therefore had newer concept, better understanding as well as more positive opinion of PBL teaching. There was significant difference in three issues of survey questionnaire among teachers at different levels: professors were strict but teaching assistant and lecturers were comprehensive.ConclusionStudents favor PBL because it enhances their abilities. PBL is more effective in clinical medical teaching as compared with basic medical teaching. High PBL class percentage can result in better teaching effect. There was no significant difference in the optimum trend PBL teaching among students of five -year, six - year and seven - year program. Teachers and students had a different opinion on PBL teaching. There was significant difference in three issues of survey questionnaire among teachers at different levels.