Objective: To assess the efficacies of problem-based learning(PBL) method in instruction of medical students in curriculum of biochemistry experiment. Methods :A total of 158 undergraduates majoring in clinical medicine,enrolled in 2015,were included and randomized into PBL group and lecture-based learning(LBL) group.Students in PBL group were instructed by student-centered pedagogy,whereas those in LBL by traditional tutorial process.By the end of curriculum,the teaching effects were evaluated using questionnaire. Results :Classroom atmosphere was better in PBL group than in LBL group,and students in PBL group were more satisfied with such instruction.Analysis on components in the self-assessment questionnaire indicated that students in PBL group excelled the counterparts in LBL in acquisition of course contents,satisfaction with class tutorial process and its implementation,improvement of theoretical principle description,ability to solve problems,knowledge extension and learning interest.The difference was statistically significant (All P < 0.05 ). Conclusion :PBL method can greatly improve the teaching outcomes,and be widely used in instructing medical students in command of biochemistry experiment.
Acta Academiae Medicinae Wannan