Long-Term Effect of a Web-Based Problem-Based Learning in Medical Statistics in China
Objective:A web-based problem-based learning (W-PBL) formed by LBL in theoretical lectures,PBL in experimental sessions and web-based technology on small group discussion was applied in the course of medical statistics for the year 3 clinical medicine students,and followed up for 2 years to estimate the longterm effect (when they were all in the period of clinical practice) of this teaching mode compared with lecture-based learning (LBL).Methods:A randomized controlled trial,a questionnaire and an examination formed in traditional style were used to evaluate the long-time effect.Results:69.2% of students in experimental group had applied the statistical methods in practice,higher than 26.7% in control group (x2=1 0.146,P =0.001).The average scores were 5.88±2.60 in experimental group and 3.70±0.54 in control group (t=-4.212,p=0.000) with the same short-essay question as two years ago when they were 5.74±1.35 and 5.89±1.37 respectively (t=0.420,P=0.676).The PBL students agreed that PBL had a great advantage in promoting their abilities of scientific research (88.5%),collecting (100.0%) and sorting data (92.3%),knowledge memory and understanding (88.5%),knowledge application (92.3),integrated knowledge (84.6%),domains of knowledge and amount of information (96.1%),communication and self-expression (92.3%),organizational skills (88.5%),self-directed learning (84.6%),team-work (92.3%),and critical thinking (88.5%).But there were 69.2% students complained that PBL took more time than LBL,and 53.8% students thought that PBL was inferior to LBL in learning systematic knowledge,92.3% students accepted the teaching mode of combining PBL with LBL.Conclusions:The teaching mode of PBL could improve many comprehensive abilities of students and had obvious long-term effect on application although it had no short-term effect on factual knowledge measured by multiple-choice and short essay.The teaching model combining PBL with LBL should be adopted in medical school in china at this moment especially for juniors.
Problem based learning (PBL) lecture based learning (LBL) long-term effect randomized controlled trial(RCT) statistics education
Jinxiang MA Yixiong LEI Yanlan KUANG Mengjun ZHOU Xinwang WANG
Department of Statistics, Guangzhou Medical College, Guangzhou, China
国际会议
Conference on Creative Education (创新教育国际学术会议(CCE2012))
上海
英文
18-21
2012-04-01（万方平台首次上网日期，不代表论文的发表时间）