Journal of Developmental Medicine(Electronic Version)  2025, Vol. 13 Issue (6): 448-454 DOI: 10.3969/j.issn.2095-5340.2025.06.007 |
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| Effects evaluation of two teaching methods in standardized training of pediatric hematology for resident physicians |
| Si Yingjian, Dou Lingsong, Du Zhenlan, et al
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| (Department of Pediatrics, the Seventh Medical Center of PLA General Hospital, Beijing 100700, China) |
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Abstract 【Abstract 】 Objective To evaluate the application effects of problem-based learning (PBL) and hybrid case-based teaching methods in the standardized training of pediatric hematology for resident physicians. Method A retrospective study method was adopted. A total of 67 students who received standardized pediatric training at the Standardized Training Base of the Department of Pediatrics, the Seventh Medical Center of PLA General Hospital from January 2014 to December 2023 were selected and included in the study. According to the teaching methods adopted, the participants were divided into two groups: the PBL teaching method group (n=39) and the mixed case-based introduction teaching method group (n=28). The teaching e?ects of the two groups were compared. Statistical methods were performed by independent samples t-test, paired samples t-test and Pearson χ2 test. Result The students in the PBL teaching method group achieved higher scores than those in the hybrid case-based teaching method group across all dimensions, including learning motivation, understanding of course knowledge, teacher-student interaction, final examination performance, doctor-patient communication skills, clinical thinking skills, self-directed learning skills, and teamwork skills, and the di?erences were all statistically signi?cant (all P<0.001). However, the survey scores for the time required for extracurricular assignments (including preparation time for pre-class and post-class tasks) of students in the PBL teaching method group were signi?cantly less than that in the hybrid case-based teaching method group [(2.01 ±0.78) h vs (2.95±0.66) h, t=14.649, P<0.001]. Additionally, the teaching e?ect satisfaction rate of students in the PBL teaching method group was higher than that in the hybrid case-based teaching method group (97.44% vs 82.14%), and the difference was statistically significant (χ2=4.675, P=0.031). Conclusion The PBL teaching method can e?ectively improve the classroom performance of resident physicians undergoing standardized training of pediatric hematology, enhance their clinical skills and abilities during specialized studies, facilitate better preparation before class, and provide immediate feedback.
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Received: 12 May 2025
Published: 30 November 2025
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