Research on the Application of Problem-Based Learning (PBL) Teaching Method in Clinical Emergency Teaching

Abstract

Objective: To explore the application advantages of problem-based learning (PBL) teaching method in clinical emergency teaching. Methods: Two classes of students in the five-year clinical medicine major of our university were selected as the research subjects and divided into two groups according to different teaching methods. Among them, 50 students who received the traditional teaching method constituted the control group, while 52 students who received the PBL teaching method constituted the observation group. After one semester, an exam was conducted to assess their theoretical knowledge and first-aid practical skills, and evaluate their clinical thinking skills. At the same time, a teaching satisfaction questionnaire was distributed to evaluate the teaching satisfaction. Results: The results of the t-test showed that the observation group was significantly higher than the control group in terms of theoretical assessment, first aid practical assessment, and clinical thinking skills, and the differences were statistically significant (P < 0.05). The results of the χ² test showed that the difference in teaching satisfaction between the observation group and the control group was statistically significant (P < 0.05), and the teaching satisfaction in the observation group was significantly higher than the control group. Conclusion: Compared with traditional teaching methods, applying PBL teaching method in clinical emergency teaching can achieve more significant teaching effects. Students’ mastery of theoretical knowledge, first aid practical skills, and clinical thinking skills can be effectively strengthened, and it is conducive to improving teaching satisfaction.