A PERCEPTIONS ASSESSMENT OF PATIENT-ORIENTED PROBLEM-SOLVING TEACHING STRATEGY FOR MEDICAL IMMUNOLOGY COURSE IN CHINESE STUDENTS

Xingming Ma; Lifeng Zhang; Jingqiu Wang; Yanping Luo; Yaling Liang; Yufeng Wu

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A PERCEPTIONS ASSESSMENT OF PATIENT-ORIENTED PROBLEM-SOLVING TEACHING STRATEGY FOR MEDICAL IMMUNOLOGY COURSE IN CHINESE STUDENTS

Title	A PERCEPTIONS ASSESSMENT OF PATIENT-ORIENTED PROBLEM-SOLVING TEACHING STRATEGY FOR MEDICAL IMMUNOLOGY COURSE IN CHINESE STUDENTS
Publication Type	Journal Article
Year of Publication	2016
Authors	Ma, X, Zhang, L, Wang, J, Luo, Y, Liang, Y, Wu, Y
Journal	Journal of Baltic Science Education
Volume	15
Issue	6
Start Page	706–711
Pagination	Continuous
Date Published	December/2016
Type of Article	Original article
ISSN	1648-3898
Other Numbers	ICID: 1226654
Keywords	Active learning, China, medical education, patient-oriented problem-solving, Undergraduate
Abstract	This research assessed the perceptions of students to patient-oriented problem-solving (POPS) teaching strategy in a medical immunology course in China. Data were collected from second-year students (N=71; 58% males, 42% females) who were offered lecture-based instruction and POPS teaching strategy during October - November 2015 at Lanzhou University. Afterward, students’ response and capability perception scores to POPS teaching strategy were evaluated using questionnaires. The majority of students (89.02%) favored POPS teaching strategy over traditional lectures. Students responded that POPS improves their intrinsic motivation (91.55%), learning interest (94.37%), self-directed learning skills (92.96%) and feasible for medical education (87.32%). Compared to the traditional lectures, the POPS can improve markedly their learning motivation (p=0.03), clinical reasoning ability (p=0.01), and clinical problem-solving ability (p=0.02). The implementation of POPS in medical courses will help students improving their learning motivation, problem solving abilities, which is feasible for current medical immunology education in China.
URL	http://oaji.net/articles/2016/987-1482502886.pdf
DOI	10.33225/jbse/16.15.706
Refereed Designation	Refereed
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