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Application effect of problem-based learning teaching model in respiratory critical medicine
Ju Jiang1, Haoda Yu1, Caixia Hu1
1Department of Respiratory and Critical Care Medicine, Affiliated Wuxi People's Hospital of Nanjing Medical University, Wuxi, Jiangsu, China.
Frontiers in Medicine
|December 8, 2025
Summary
Problem-based learning (PBL) significantly enhances respiratory critical medicine education. Students in the PBL group showed improved clinical skills, knowledge, and satisfaction compared to traditional lecture-based learning.
Area of Science:
- Medical Education
- Critical Care Medicine
Background:
- Traditional lecture-based learning (LBL) is a common method in medical education.
- Problem-based learning (PBL) offers an alternative pedagogical approach.
Purpose of the Study:
- To evaluate the effectiveness of the problem-based learning (PBL) teaching model.
- To compare PBL with lecture-based learning (LBL) in respiratory critical medicine.
Main Methods:
- 114 medical students were randomly assigned to either a PBL group (n=57) or an LBL group (n=57).
- Both groups underwent different teaching methods for respiratory critical medicine.
- Teaching effectiveness and student satisfaction were assessed.
Main Results:
- The PBL group demonstrated superior performance in clinical operations.
- The PBL group showed enhanced theoretical knowledge and case analysis skills.
- Student satisfaction was significantly higher in the PBL group compared to the LBL group.
Conclusions:
- Problem-based learning (PBL) is an effective teaching method for respiratory critical medicine.
- PBL improves both educational outcomes and student satisfaction.
- The PBL approach holds significant value for broader application in medical training.
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