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. 2022 Jun 27:13:931640.
doi: 10.3389/fgene.2022.931640. eCollection 2022.

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

Xiaohong Xu  1 , Yingcui Wang  2 , Suhua Zhang  3 , Fengting Liu  4
Affiliations

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

Xiaohong Xu et al. Front Genet. .

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.

Keywords: PBL teaching method; clinical emergency; imaging diagnosis; performance of PBL; traditional teaching method.

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Conflict of interest statement

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Figures

FIGURE 1
FIGURE 1
Emergency department PBL teaching implementation plan process.
FIGURE 2
FIGURE 2
The teaching process of PBL teaching mode.
FIGURE 3
FIGURE 3
Trends in emergency clinical capabilities.
FIGURE 4
FIGURE 4
Scores for all aspects of two different teaching methods.
FIGURE 5
FIGURE 5
Comparison of the improvement of the two groups of students’ learning ability by two different teaching methods.
See this image and copyright information in PMC

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