AIM AIM To evaluate teaching with microlectures combined with problem-based learning (PBL) in instruction of heart failure.
METHODS A total of 70 students of 5-year clinical medicine specialty were randomly divided into two classes (n=35): traditional teaching and experimental teaching. Traditional teaching adopted traditional teaching mode, while experimental teaching adopted microlectures combined with a PBL teaching method. Examinations and questionnaires were used to evaluate the teaching effects.
RESULTS Compared with those in traditional teaching, examination scores of experimental teaching increased significantly (P<0.05). Most of the students in the experimental teaching class believed that microlectures combined with the PBL teaching method was significantly more efficient than the traditional teaching method.
CONCLUSION Classroom teaching is improved through the application of microlectures combined with PBL teaching method in instruction of heart failure.
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