Application of modified PBL mode on pathophysiology courses

Abstract

The aim of this research was to evaluate the effectiveness and feasibility of modified Problem-based learning (PBL) mode in Pathophysiology courses. 294 students were divided into two groups: the study group comprising 148 students was exposed to the modified PBL method, whereas the control group comprising 146 students was given the lecture-based traditional teaching. The teaching effectiveness of both groups was compared by a questionnaire and a formative assessment. Of the study group, above 71.6 % were in favor of the modified mode of PBL, which could motivate them to learn, enhance their ability of problem-solving, self-expressing and team-cooperating, foster their critical and clinical thinking, and contribute to the construction of systemic and comprehensive knowledge system; while only below 53.5 % of the control group took the traditional teaching that way. According to the results of formative assessment, students from study group scored higher in the final exam than those from control group, especially in the subjective questions, which is closely related to the self-study records and teacher's evaluation (r = 0.568, r = 0.692, P < 0.05). Our findings suggest that the modified PBL could improve the students' comprehensive quality, and might be a better teaching mode fitting in with the situations of our college and country. © Springer Science+Business Media Dordrecht 2014.