Evaluation of the effect of problem-based learning in teaching pediatric cardiovascular system disease

Objective: To evaluate the effect of problem-based learning(PBL) in teaching pediatric cardiovascular system disease. Methods: Through flipping a coin,medical undergraduate students,were divided into PBL group(pharmacy Grade 2008,n=107) and lecture-based learning(LBL) group(preventive medicine Grade 2008,n=104),respectively. For two groups,corresponding teaching method was conducted in the chapter of pediatric cardiovascular system disease. The attitudes towards PBL and LBL were investigated by questionnaire survey. Theory test scores were compared between both groups. Results: The ratio of approval attitude towards PBL in PBL group was significantly higher than the ratio of approval attitude towards LBL in LBL group(88.8% vs 59.6%,P < 0.01). Theory test scores were significantly higher in PBL group than in LBL group(P < 0.01). Conclusions: PBL is superior to LBL,which suggests that PBL teaching method can be used in theoretical course teaching of pediatric cardiovascular system disease.