Performance of Problem-Based Learning Based Image Teaching in Clinical Emergency Teaching

Abstract

At present, with the rapid increase of emergency knowledge and the improvement of people’s requirements for medical quality, the traditional teaching mode cannot fully meet the needs of emergency teaching in the new era. PBL is a project-based teaching that allows students to have a deeper understanding of content knowledge and to better apply what they have learned to their lives. This paper aims to improve the clinical emergency teaching mode by PBL teaching method, and improve the comprehensive ability of clinical emergency of medical students. This article proposes a problem-based PBL imaging teaching method, combining the characteristics and content of clinical emergency courses, focusing on students, highlighting the problem-solving process, and improving students’ creative thinking ability. To cultivate students’ interest in clinical learning, develop their self-learning ability, train their teamwork and communication skills, and cultivate their ability to set, question and solve questions, so as to promote medical students’ overall comprehensive ability to integrate specialized knowledge and clinical practice. In this paper, the PBL teaching method and the traditional teaching method of comparative experiments show that the PBL teaching method can more effectively highlight the characteristics of clinical emergency medicine teaching mode, and make full use of the limited emergency teaching resources, so as to improve the quality of clinical emergency teaching. Compared with the traditional teaching mode, the theoretical knowledge and clinical operation skills of medical students under the PBL teaching mode are improved by 13%, Autonomous learning ability, communication ability and creative thinking ability have also been relatively improved.

Application of integrated problem-based learning combined with lecture-based classroom teaching in undergraduate medical education: An effective teaching model in a Medical School in China

“…The traditional LBC teaching is effective in imparting theoretical knowledge, but it has disadvantages when it comes to the practical application of knowledge in real conditions. [ 14 , 15 ] Therefore, the LBC teaching cannot meet the needs of students who are facing the transitions of mindsets and roles, because they need to actively think about how to solve problems and cultivate their abilities. [ 16 ] Both the PBL and the case analysis have the advantages in cultivating the student abilities to analyze and solve problems, and helping them to better understand knowledge.…”

Impact of Problem-Based Learning on the Perception, Understanding, and Application of Statistical Concepts in Business Administration and Management Students

“…The PBL methodology typically involves seven steps for study groups to follow, as outlined by Schmidt [20]. These steps are as follows: (1) clarification of terms and concepts; (2) definition of the problem; (3) analysis of the problem; (4) performing an inventory of explanations obtained from the previous steps; (5) formulation of learning objectives; (6) collection of additional information; and (7) synthesis and testing of acquired information.…”

“…PBL was originally designed in 1969 at the Medical College of McMaster University in Canada by Howard Barrows as a teaching method for graduate medical admissions, and it has been widely used in social science courses [7]. In a typical PBL environment, learning is triggered by a problem to be solved [8].…”

Effectiveness of problem-based learning models to improve learning outcomes of geography in the new normal learning era

“…The closer to the real world, the better the effect on improving students' skills [17]. The use of student-centered PBL models is expected to help students construct existing problems and logical thought, so they can then understand and apply them [18]- [20] so students can think critically, collaborate in small groups, problem-solving ability, improve their ability to communicate effectively, and lifelong-learning [21], [22]. Implementing the PBL model requires a series of cognitive and metacognitive strategies to practice problem-solving skills.…”