Evaluation of problem-based learning teaching method in instruction of high altitude heart disease

  AIM  To explore the effect of problem-based learning (PBL) in instruction of high altitude heart diseases.

  METHODS  Among the 106 students taking the course of high altitude heart disease in the autumn term in our Department, 53 students were chosen as the study group using PBL teaching method and the other 53 students were selected as the control group using conventional teaching method. Evaluation results, improvements of critical thinking ability and teaching effect were compared between the two groups.

  RESULTS  The theoretical knowledge score and the excellent and good rate of medical records analysis in the study group were significantly higher than those in the control group (P<0.05). Before the instruction, there was no statistical difference in the scores of critical thinking ability between the two groups, but after instruction, the scores of critical thinking ability in the study group were significantly higher than those in the control group (P<0.05). The positive response rate of the students for the instruction in the study group was remarkably higher than that in the control group (P<0.05).

  CONCLUSION  The application of PBL teaching method effectively improves the examination results and critical thinking ability of students learning high altitude heart disease. The teaching effect is prominently enhanced, which is of great significance to improve the teaching quality of high altitude heart disease.