A Study On Problem-Solving Ability Of Medical Students Under PBL Teaching Model

ObjectivesThe objectives of this thesis lie in availing problem-solving ability level of medical students under problem-based learning model, finding the differences of problem-solving ability in some special dimension between the students who have been taught by PBL and those who haven't, including those have traditional classes for three years and the freshmen that begin to have the PBL classes from the second term till the end. The reasons that possibly produce the differences will be given a discuss in order to provide some data supports for PBL teaching reform in medical universities and institutes.MethodsField survey. The basic data mainly comes from the field survey that is created by the researcher itself which has a testified reliability and structure validity.It consists of problem-solving cycle. Applying with exploring factor analysis methods, problem-solving cycle divides into seven aspects:problem identification,definition of problem, construction a strategy for problem solving, organizing information about a problem, allocation of rescources,moitoring problem solving, evaluating problem solving. The field survey includes participants'basic human character such as age, gender, home, grade, single child or not,the teaching models and second language.Sample survey. The data about normal distribution of students'problem-solving ability level comes from the sample survey on the questionnaires of 1112 participants from grade 1 to grade 3 in China Medical Universities. We get 476 copies from students under PBL in order to comparing with students under traditional teaching way. ResultsBased on the seven factors extracted from the survey, we made statistic analysis to the available data, finally we get the results:the total level of PBL students' problem-solving ability is batter than the traditional teaching level.There is a significant difference in the aspects of problem identification,definition of problem, moitoring problem solving the level of PBL students in these aspects are batter than non-PBL students. Furthermore, the level of construction a strategy for problem solving, organizing information about a problem, allocation of rescources, evaluating problem solving aspects of PBL students is equaled with non-PBL students. The thesis also takes a deep discuss about the reasons that may cause the differences.ConclusionsAs odd as it sounds,identifying a situation as problematic is sometimes a difficult step.PBL students is batter than non-PBL students on problem identification, because students have more clinical cases in PBL.PBL students can discuss much more things about clinic.Once we identify the existence of a problem, we still have to define and represent the problem well enough to understand how to solve it. PBL students is batter then non-PBL students on definition of problem. Because PBL students need finish their homework in limited time, so they must have ability of definition of problem.Effective problem solvers do not set out on a path to a solution and wait until they have reached the end of the path to check where they are.Rather, they check up on themselves all along the way, to make sure that they are getting closer to their goal. PBL students are batter then non-PBL students on moitoring problem solving.