The application of problem-based learning combined with case based learning in clinical oncology teaching

Objective To explore the value of an innovative teaching model which combined problem based learning (PBL) method with case based learning (CBL) method in clinical oncology Teaching. Methods 68 students were divided into the combinational teaching group (30 cases) and the LBL group (38 cases). The combinational teaching group was taught by PBL method combined with CBL method, and this dual track teaching was based on cases and problems. The traditional teaching group was taught by LBL method. The teaching effect was evaluated by students' questionnaire survey and test score. SPSS 13.0 was used to two groups to do t test for statistical analysis in test score andχ2 test for degree of satisfaction. Results In the final examination, the score of non-case test of combinational teaching group was similar to that of traditional teaching group (50.30±7.19 vs. 52.04±8.01,P=0.358). The combinational teaching group had significant improvement in case analysis test (35.76 ± 5.28 vs. 31.80±5.16), and the difference was statistically significant (P=0.003). In the course of teaching satisfaction survey, the dual track teaching group, compared with the conventional teaching group, has a better effect on self study ability, communication skills, communication skills, and higher satisfaction for teaching, and more willing to continue to carry out teaching (P<0.05). Conclusion The PBL+CBL combinational teaching model can make a great contribution to improving the teaching quality and satisfaction, and worthy of being popularized and applied. Key words: Clinical oncology; Problem-based learning; Case based learning; Eight-year program clinical medical students; Standardized training student for resident doctors