The application of PBL combined with MDT and flipped classroom teaching method in the education of acute coronary syndrome

Abstract

Background: The development of medical education is rapidly evolving, with innovative teaching methods such as problem-based learning (PBL) and multidisciplinary treatment (MDT) combined with flipped classroom approaches gaining increasing attention in clinical medical education. However, the actual effectiveness of PBL combined with MDT and flipped classroom methods in the teaching of cardiovascular diseases has not been well studied. Considering that these two teaching methods can complement each other, this study explores the application and effectiveness of PBL combined with MDT and flipped classroom teaching method in the case-based teaching of acute coronary syndrome. Methods: A total of 100 undergraduate clinical medicine students aged 20--21 years from Guangzhou Medical University were selected as research subjects. They were randomly divided into two groups via a random number table: the experimental group (PBL combined with MDT and flipped classroom teaching), which included 50 students, and the control group (traditional teaching methods), which included 50 students. After the clinical training, the theoretical examination scores and skill assessment results of the two groups were compared, and a questionnaire survey was conducted to evaluate teaching effectiveness. Results: The theoretical examination scores and skill assessment results of the experimental group were significantly better than those of the control group (P < 0.05). The questionnaire survey revealed that the students in the experimental group outperformed those in the traditional teaching group in terms of learning motivation, theoretical learning outcomes, clinical thinking ability, literature retrieval skills, self-directed learning ability, practical ability, and classroom satisfaction, with statistically significant differences (P < 0.05). Conclusion: PBL combined with MDT and the flipped classroom teaching method is effective in the clinical training of acute coronary syndrome patients, offers better teaching outcomes than traditional methods do and is worthy of further promotion and application.