Application of team-based learning combined with scenario simulation instruction in teaching of pulmonary heart disease

  AIM  To evaluate the integrated application of team-based learning (TBL) plus scenario simulation instruction in clinical teaching of pulmonary heart disease for five-year medical students

  METHODS  Lecture-based learning (LBL) and TBL plus scenario simulation instruction were used. Teaching effect was evaluated through questionnaire survey, theory and practice examinations.

  RESULTS  Compared with those in the traditional LBL teaching group, the individual learning ability and collaboration ability were significantly improved in the TBL plus scenario simulation instruction group. Test results showed that the performance of the TBL plus scenario simulation instruction group were significantly better than those in the LBL group.

  CONCLUSION  TBL plus scenario simulation instruction achieves better results than traditional teaching method in the teaching of pulmonary heart diseases and is worth promoting in instruction for undergraduate medical students.