Application of CBL Combined with PBL in Teaching Tumor Bioinformatics
Keywords:
Case-based learning, Problem-based learning, Oncology teaching, BioinformaticsAbstract
Objective: To explore the application effect of case-based learning (CBL) combined with problem-based learning (PBL) in teaching tumor bioinformatics and evaluate students’ satisfaction with this teaching model. Methods: A total of 62 four-year students majoring in biomedical engineering from the 2020 grade who took the tumor bioinformatics course at the Air Force Military Medical University were selected and divided into an experimental group and a control group using a random number table method, with 31 students in each group. The experimental group was taught using CBL combined with PBL, while the control group was taught using traditional teaching methods. After the completion of teaching, a propositional examination was conducted to assess the teaching effectiveness, and a questionnaire survey was used to evaluate students’ satisfaction with the two teaching models. Results: After statistical analysis, the scores of multiple choice questions (24.52 ± 2.69) points, short answer questions (35.21 ± 3.03) points, essay questions (24.28 ± 3.41) points, and total scores (78.15 ± 5.89) points in the experimental group were higher than those in the control group (21.94 ± 3.17) points, (32.85 ± 2.78) points, (22.31 ± 3.89) points, (73.81 ± 6.21) points (P < 0.05). The students in the experimental group showed higher satisfaction in eight dimensions, including improving enthusiasm for theoretical knowledge learning, enhancing clinical transformation thinking, improving mastery of theoretical knowledge, expanding knowledge of oncology, improving ability to solve clinical problems, enhancing self-directed learning ability, improving efficiency of literature search, and enhancing cooperative learning ability, compared with the control group (P < 0.05). Conclusion: The combination of CBL and PBL has achieved good results in teaching tumor bioinformatics, improving students’ learning ability and knowledge mastery. Students have a high level of satisfaction with this teaching model.
References
Zhang K, Zheng C, Miao J, et al., 2020, Application of PBL Combined with LBL Mode in Tumor Immunology Teaching. Modern Oncology, 28(12): 2137–2140.
Guo Y, Liu Y, Zhao Z, 2021, Integration of Clinical Scenario Simulation into Discipline-Integrated PBL Teaching Practice. Journal of Hebei North University (Natural Science Edition), 37(2): 61–63.
Wang B, He G, Sun C, et al., 2020, Comparison of CBL and Traditional Teaching Methods in Urology Teaching. Chinese Continuing Medical Education, 12(36): 23–26.
Chen J, Zou Q, Ren L, 2021, Application of Case-Based Learning in Clinical Teaching of Dermatovenereology. Chinese Continuing Medical Education, 13(1): 18–22.
Wang X, 2021, The Influence of CBL Teaching Combined with Reflective Diary on Cardiovascular Medicine Intern Nurses in Our Hospital. Clinical Research, 29(1): 193–194.
Yang X, Su L, Cui G, et al., 2020, Teaching Practice and Thinking of Bioinformatics for Medical Undergraduates. Basic Medical Education, 22(10): 712–715.
Huang X, Zeng H, Zhou B, et al., 2020, Integrated Bioinformatics Method and Weighted Gene Co-Expression Network Analysis for Joint Analysis of Characteristic Genes in Glioma. Chinese Journal of Modern Applied Pharmacology, 37(19): 2311–2316.
Chai C, Yang S, 2021, Progress in Bioinformatics-Assisted Study of lncRNAs Related to Breast Cancer Metastasis. Journal of Tianjin Medical University, 27(1): 90–93.
Jiang M, Wang J, Fu X, et al., 2020, Practice of Problem-Based Learning in Medical Bioinformatics Teaching. Basic Medical Education, 22(11): 785–788.
Zou X, Lin J, Liao J, 2017, Practice and Reflection of Task-Driven Teaching Method in Bioinformatics Teaching. Education Teaching Forum, 2017(28): 209–210.
Chen G, Li J, Wei H, et al., 2021, Exploration of General Practitioner Training Mode Based on Artificial Intelligence Technology. Chinese Journal of General Practice, 19(2): 167–170.
Lan Y, Xiao Y, 2023, Research on the Reform of Bioinformatics Curriculum System in the Era of Big Data. Chinese Continuing Medical Education, 15(7): 6–9.
Li Z, Ke Q, Sun J, et al., 2020, Discussion on the Application of PBL Combined with CBL Teaching Method in Clinical Teaching of Oncology Graduate Students. Chongqing Medicine, 49(12): 2049–2051.
Zhang J, Gong C, Li D, et al., 2021, Application of MDT-Based Split Classroom Combined with CBL Teaching Mode in Clinical Teaching of Soft Tissue Tumors. Modern Oncology, 29(3): 491–495.
Xin C, Mei H, Zhang Y, et al., 2021, Application of TBL Combined with PBL Teaching in Pediatric Clinical Practice Teaching. Chinese Continuing Medical Education, 13(1): 10–13.
Zhao J, Mu L, Pang L, et al., 2020, Application of PBL and CBL Teaching in Otolaryngology Internships. Chinese Continuing Medical Education, 12(36): 33–36.