Combining Problem-Based Learning Methods With the WeChat Platform in Teaching Ophthalmology: Randomized Controlled Trial

Abstract

Background: Ophthalmology poses distinct learning challenges for medical students due to the complex anatomy of the eye and the requirement of essential hands-on skills. Problem-based learning (PBL), a student-centered approach, fosters clinical reasoning and self-directed learning. To address the time and logistical constraints of traditional teaching methods, this study implemented a WeChat-based PBL model that leveraged the platform's efficiency and interactivity to enhance student engagement and skill acquisition in ophthalmology.

Objective: This study aimed to evaluate the effectiveness of WeChat-based PBL in ophthalmology education, focusing on its impact on students' self-perception of learning and clinical skills compared to traditional teaching methods.

Methods: This study involved 108 undergraduate students who successfully passed the Chinese National Entrance Examination. Among them, 54 (50%) were randomly selected to participate in the WeChat-based PBL, while the other 54 (50%) received traditional teaching. Students were placed into 6 groups (18 students for each group) using a random number table, and the new teaching methods were tested outside their regular class time. Three groups were randomly selected to receive PBL using WeChat as the platform, while the remaining 3 groups received conventional teaching.

Results: Our analysis indicated that although students in the WeChat-based PBL group scored marginally lower in memorization compared to their peers in the traditional teaching group (traditional group: mean 37.6, SD 2.8; WeChat group: mean 32.0, SD 4.1; P=.006; n=54), they exhibited markedly superior levels of understanding (traditional group: mean 24.1, SD 1.8; WeChat group: mean 28.0, SD 1.3; P=.007; n=54) and knowledge application (traditional group: mean 24.3, SD 1.9; WeChat group: mean 27.6, SD 1.3; P=.008; n=54). This suggests that the WeChat-based PBL method promotes deeper engagement, enabling students to better comprehend essential concepts, even with a diminished emphasis on rote learning. Additionally, students in the WeChat group reported increased collaboration (traditional group: mean 3.8889, SD 0.8393; WeChat group: mean 1.7222, SD 0.5961; P<.001); motivation (traditional group: mean 3.5471, SD 0.7915; WeChat group: mean 1.8333, SD 0.5746; P=.004); knowledge acquisition (traditional group: mean 3.6667, SD 0.7770; WeChat group: mean 1.8704, SD 0.7017; P<.001); self-learning ability (traditional group: mean 3.5741, SD 0.7673; WeChat group: mean 1.8519, SD 0.4917; P<.001); clinical reasoning (traditional group: mean 2.9444, SD 0.8777; WeChat group: mean 1.9630, SD 0.6132; P=.01); and problem-solving skills (traditional group: mean 3.2037, SD 0.6553; WeChat group: mean 1.8519, SD 0.5287; P=.001) than the students in the traditional group.

Conclusions: Integrating PBL methods with WeChat has been shown to improve ophthalmic education outcomes compared to traditional teaching, suggesting that this method may offer a superior alternative to conventional teaching.

Keywords: China; WeChat; medical students; ophthalmology; problem-based learning; undergraduate.

Figure 1.. The flowchart shows the 2 different models of teaching and learning in ophthalmology for Chinese medical students. PBL: problem-based learning.

Figure 2.. Consolidated Standards of Reporting Trials (CONSORT) flowchart.