title: Preliminary investigation into application of problem-based learning in the practical teaching of diagnostics.
abstract: BACKGROUND
  Problem-based learning (PBL) is a pedagogical approach based on problems. Specifically, it is a student-centered, problem-oriented teaching method that is conducted through group discussions. The aim of our study is to explore the effects of PBL in diagnostic teaching for Chinese medical students.
  
  
  METHODS
  A prospective, randomized controlled trial was conducted. Eighty junior clinical medical students were randomly divided into two groups. Forty students were allocated to a PBL group and another 40 students were allocated to a control group using the traditional teaching method. Their scores in the practice skills examination, ability to write and analyze medical records, and results on the stage test and behavior observation scale were compared. A questionnaire was administered in the PBL group after class.
  
  
  RESULTS
  There were no significant differences in scores for writing medical records, content of interviewing, physical examination skills, and stage test between the two groups. However, compared with the control group, the PBL group had significantly higher scores on case analysis, interviewing skills, and behavioral observation scales.
  
  
  CONCLUSIONS
  The questionnaire survey revealed that PBL could improve interest in learning, cultivate an ability to study independently, improve communication and analytical skills, and good team cooperation spirit. However, there were some shortcomings in systematization of imparting knowledge. PBL has an obvious advantage in teaching with regard to diagnostic practice.
authors.affiliation: Department of Cardiovascular Diseases, West China Hospital, School of Clinical Medicine, Sichuan University, Chengdu, People's Republic of China.
authors.forename: Zeng
authors.initials: Z
authors.lastname: Rui
authors.affiliation: Department of Nephrology, West China Hospital, School of Clinical Medicine, Sichuan University, Chengdu, People's Republic of China.
authors.forename: Yue
authors.initials: Y
authors.lastname: Rong-Zheng
authors.affiliation: Department of Nephrology, West China Hospital, School of Clinical Medicine, Sichuan University, Chengdu, People's Republic of China.
authors.forename: Qiu
authors.initials: Q
authors.lastname: Hong-Yu
authors.affiliation: Department of Internal Medicine, West China Hospital, School of Clinical Medicine, Sichuan University, Chengdu, People's Republic of China.
authors.forename: Zeng
authors.initials: Z
authors.lastname: Jing
authors.affiliation: Department of Internal Medicine, West China Hospital, School of Clinical Medicine, Sichuan University, Chengdu, People's Republic of China.
authors.forename: Wan
authors.initials: W
authors.lastname: Xue-Hong
authors.affiliation: Department of Rheumatology and Immunology, West China Hospital, School of Clinical Medicine, Sichuan University, Chengdu, People's Republic of China.
authors.forename: Zuo
authors.initials: Z
authors.lastname: Chuan
keywords: diagnostics; medical education; practice teaching; problem-based learning
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