Application of PBL Bilingual Teaching Method in Clinical Probation of Gynaecology and Obstetrics

Objective: To explore the effect of the problem-based learning (PBL) bilingual teaching model in clinical probation of gynecology and obstetrics. Method: Students in grade 2013 and grade 2014 in the gynecology and obstetrics department were enrolled in this study. 37 students in grade 2013 received a lesson taught using the traditional bilingual teaching model, in which the teacher leads the course. 42 grade 2014 students were taught a similar lesson using the PBL bilingual teaching model in which student group discussions drive the class. In this model, students receive a lecture a week before receiving an English case study. The students discuss the case studies within smaller groups, present the case to the class and then discuss the case with other groups in a classroom discussion. The teachers provide supplemental information as needed. Following the lesson, the effectiveness of each teaching method was evaluated by written theoretical examination and questionnaire survey. Results: Students taught with the PBL bilingual method scored significantly higher in basic knowledge, case analysis and treatment selection than students taught with the bilingual method alone (P < 0.05; Table 1). Students taught with the PBL bilingual method reported experiencing greater interest in learning, and improved independent learning, English speaking, and collaboration skills than those taught with the bilingual teaching method (P < 0.05). There was no statistical difference between the two teaching methods with respect to critical thinking and problem-solving skills (P > 0.05; Table 2) Conclusion: The PBL bilingual teaching model improves the learning and comprehension, strengthens critical thinking and problem solving skills and improves English speaking skills in gynecology and obstetrics medical students.