AIM To analyze the effect of the improved lecture-based learning and problem-based learning (LBL-PBL) teaching model in clinical practice teaching of cardiology.
METHODS One hundred and twenty interns from our Cardiology Department were randomized into control group (60 cases) and research group (60 cases). Traditional LBL teaching model and improved LBL-PBL teaching model were implemented respectively in control group and research group. The theoretical test scores (hundred mark system) and the ability of clinical practice, including medical history taking and writing, physical examination, medical imaging interpretation and biochemical test indicator interpretation were compared between the two groups. The satisfaction (hundred mark system) of the two groups was also investigated by questionnaire.
RESULTS Compared with control group, research group acquired higher theoretical test scores and better clinical application ability. The satisfaction of the students in research group was significantly higher than that in control group.
CONCLUSION In the clinical practice teaching of cardiology, the improved LBL-PBL teaching model improves the teaching effect and student’s clinical performance and achieves higher satisfaction in interns.
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