Keywords
Elderly cerebrovascular disease
Standardized resident training
Clinical thinking ability
Teaching effect
Submitted : 2026-06-09
Accepted : 2026-06-24
Published : 2026-07-09
Abstract
Objective: To evaluate the practical teaching effect of problem-based learning (PBL) in the standardized residency training for cerebrovascular diseases in geriatrics. Methods: From January 2020 to December 2024, a total of 80 residents and postgraduates in the Department of Geriatrics of the hospital were enrolled and randomly divided into two groups, with 40 cases in each. The control group received conventional lecture‑based teaching, while the observation group received problem‑based teaching centered on real‑life elderly cerebrovascular cases; both groups underwent an 18‑month training period, after which their theoretical examination scores and clinical thinking abilities were assessed. Results: The scores of theoretical examination and clinical thinking ability in the observation group were significantly higher than those in the control group (P < 0.05). Conclusion: The problem‑based teaching method can effectively improve the theoretical mastery and clinical thinking level of geriatric trainees, and thus deserves wider promotion.
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