Liu, C. X., Ouyang, W. W., Wang, X. W., Chen, D., & Jiang, Z. L. (2020). Comparing Hybrid Problem-Based and Lecture Learning (PBL + LBL) with LBL Pedagogy on Clinical Curriculum Learning for Medical Students in China: A Meta-Analysis of Randomized Controlled Trials. Medicine, 99, e19687.
https://doi.org/10.1097/MD.0000000000019687

has been cited by the following article:

• TITLE: Application of PBL Can Improve the Teaching Quality of Professional Degree Graduate Students in Hepatobiliary Surgery

  AUTHORS: Hao Tang, J. S. Ming, Yong Chen

  KEYWORDS: Problem-Based Learning, Hepatobiliary Surgery, Professional Degree Graduate Student

  JOURNAL NAME: Creative Education, Vol.11 No.12, December 15, 2020

  ABSTRACT: Objective:To explore the application effect of problem-based learning (PBL) teaching in standardized training, which is designed to train professional degree graduate students in hepatobiliary surgery. Methods: A total of 60 graduate students with professional degrees admitted to our hospital for hepatobiliary surgery in 2017-2018 were selected as research objects. The trainees were randomly divided into problem-based learning (PBL) group and lecture-based learning (LBL) group, and the training effects of the two groups were observed at the same time. Results: After the training is completed, compared with the LBL group, the PBL group students’ final exam scores, skill scores, and the students’ scientific research ability, clinical ability, organization ability, thesis ability, collaboration ability, and language ability have been significantly improved (P Conclusion: The application of PBL teaching can effectively improve the teaching quality of clinical degree postgraduate standardized training.