Application of the Case-Based PBL Teaching Model in Clinical Microbiology Laboratory Internship Teaching

Abstract

Objective: To explore the application effect of the case-based problem-based learning (PBL) teaching model in clinical microbiology laboratory internship teaching, and provide a reference for the reform of clinical practical teaching. Methods: A total of 36 students who interned in the Clinical Laboratory of the Affiliated Hospital of Youjiang Medical University for Nationalities from May 2023 to April 2025 were selected as the research subjects. They were divided into two groups by the envelope method, with 18 students in each group. The control group adopted the traditional lecture-based teaching model, while the study group used the case-based PBL teaching model. The teaching scores, teaching quality, and satisfaction of the two groups of interns were compared. Results: The theoretical score (65.28 ± 2.78), skill score (26.06 ± 2.34), and total score (91.33 ± 3.54) of the study group were all higher than those of the control group (61.67 ± 3.01, 22.28 ± 2.49, 83.94 ± 3.72, respectively), and the differences were statistically significant (P < 0.05). The results of the questionnaire showed that the scores of students in the study group in terms of autonomous learning, clinical thinking ability, comprehension ability, and learning interest were significantly higher than those in the control group, and all the differences were statistically significant (P < 0.05). Meanwhile, the satisfaction rate of students in the study group with the teaching was significantly higher than that in the control group, and the difference was statistically significant (P < 0.05). Conclusion: The PBL teaching model can effectively improve the academic performance of interns and the quality of teaching, enhance teaching satisfaction, and thus serve as a powerful auxiliary teaching method in clinical internship education.