AIM To compare the difference between problem based learning (PBL) combined with multi-disciplinary team (MDT) teaching method and lecture based learning (LBL) teaching method among medical students in cardiovascular clinical practice.
METHODS A total of 80 clinical medical students in fifth grade in Shanghai Jiao Tong university school of medicine between January 2018 and January 2020 were selected and randomly divided into study group and control group. The study group adopted MDT combined with PBL teaching method, while the control group adopted LBL teaching method. After the end of internship, the two groups of students were tested. Questionnaires were given to the students to survey the satisfaction of teaching.
RESULTS The scores of theoretical knowledge and clinical case analysis were higher in study group than those in the control group (P<0.05). The questionnaire survey showed that the MDT combined with PBL teaching method could increase the interest of learning, cultivate students’ clinical thinking, increases students’ humanities and with higher teaching novelty and satisfaction when compared with LBL teaching.
CONCLUSION MDT combined with PBL teaching method is better than LBL teaching method in improving theoretical scores and clinical thinking, and the overall satisfaction of students is higher.
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