Effect of PBL teaching method on ECG instruction of diagnostics for 5-year-program medical students

AIM The investigation evaluated the effect of PBL teaching method on ECG instruction of diagnostics for 5-year-program medical students. METHODS One hundred and twenty students were enrolled and divided into group A (n=60) and group B (n=60). Traditional teaching method was used in group A and PBL teaching method was adopted in group B. Satisfaction of the teaching methods was determined by questionnaires and examination scores. RESULTS Compared with group A, group B had much higher test scores in the ECG examination (P<0.01) and a much higher satisfaction rate (both, P<0.05). CONCLUSION PBL teaching method improves the teaching quality of ECG instruction of diagnostics for 5-year-program medical students.