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| Application of problem-based learning teaching method based on scenario simulation in the teaching of acute chest pain |
| YE Ning LIU Shijie PANG Chengkai KANG Yumiao YU Wenjun ZHENG Hong |
| Department of Emergency Medicine,Affiliated Hospital of Guilin Medical University,Guangxi,Zhuang Autonomous Region,Guilin 541001,China |
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Abstract Objective To explore the application effect of scenario simulation combined with problem-based learning(PBL)teaching method in clinical medicine undergraduate teaching.Methods A total of 288 medical students of grade 2020 majoring in Clinical medicine in Guilin Medical University who had the course of ＂acute chest pain＂ in emergency medicine from March to September 2023 were selected as the study subjects.Two classes were randomly selected as the observation group(145 students)and the other two classes as the control group(143 students).The control group adopted the traditional teaching method.The observation group adopted scenario simulation combined with PBL teaching method.After the course,the teaching effect of the two different teaching methods was compared by means of questionnaire survey and examination.Results The scores of differential diagnosis and treatment method and quiz assessment total score after class in observation group were higher than those in control group,and the differences were statistically significant (P＜0.05).The scores of learning interest,knowledge understanding,emergency thinking and differential judgment in observation group were higher than those in control group,and the differences were statistically significant(P＜0.05).There was no significant difference in the scores of emergency ability between the two groups (P＞0.05).In terms of teaching evaluation,the highest score was learning interest (9.57±0.68)points,followed by emergency thinking (9.50±0.69)points.Conclusion The PBL teaching method based on scenario simulation has good application effect in the course of＂acute chest pain＂in emergency medicine,which can improve the enthusiasm and initiative of medical students and help to cultivate clinical thinking in emergency.It can be popularized and applied in emergency undergraduate teaching course.
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