Application of lecture based learning plus problem based learning method in instruction of cardiac physical examination in clinical diagnostics

AIM To probe the application of combining lecture based learning (LBL) and problem based learning (PBL) in instruction of cardiac physical examination in clinical diagnostics. METHODS A total of 108 students (Grade 2014) majoring in general medicine in Kunming Medical University were randomly divided into LBL group (n=55) and PBL+LBL group (n=53). Statistical analysis was used to compare the results of tests and questionnaires between the two groups. RESULTS The students in the PBL+LBL group achieved much higher test scores than the students in the LBL group (P<0.05). The questionnaire survey showed that the learning interest motivation and clinical problem solving ability in the PBL+LBL group were much higher than those in the LBL group (90.6% vs. 74.5%; 88.7% vs. 72.7%, both P<0.05). CONCLUSION PBL+LBL method is superior to LBL in instruction of cardiac physical examination in clinical diagnostics.