The Application and Value of Problem-based learning (PBL) Combined With case-based Teaching (CM) in Teaching Oncology

Abstract

Objective: to analyze the application value of problem-based teaching method (PBL) combined with case-based teaching method
(CM) in teaching oncology. Methods: the study time is selected from November 2021 to June 2024, selected (78) undergraduate trainees
to carry out the analysis and research, the grouping method is selected by the random number table method, which can be divided into two
groups, i.e., the control group and the observation group, each of which consists of 39 students, the control group: the application of the traditional teacher classroom lectures on the clinical teaching mode; the observation group: the use of the PPL combined with the CM teaching
mode, and the comparison between the control group and the observation group: Theory achievement; operation skills; teaching satisfaction;
teaching quality. Results: Theoretical achievement and operational skills achievement of the observation group were higher than that of the
control group, and the difference was significant (P < 0.05). Teaching satisfaction was higher in the observation group than in the control
group, and the difference was significant (P < 0.05). The five scores of teaching method, course design, classroom interaction, question and
answer, and content selection of the observation group were higher than those of the control group (P<0.05). Conclusion: The effect of applying PBL combined with CM in oncology teaching is remarkable, which can improve the theoretical scores and operational skill scores of
undergraduate trainees, and at the same time, it can improve the quality of teaching, and undergraduate trainees have a high degree of satisfaction with the teaching mode, which is worthy of wide application in the clinic.