International Journal of Education

Objective To explore the application and effectiveness of Team Problems Discussion Share (TPDS) teaching methodology in nephrology education. Methods Using a random number table, 80 students (September 2023–September 2024) were divided into a control group (n=40, traditional teaching) and an observation group (n=40, TPDS teaching). Comparative metrics included examination scores, learning outcomes, teaching quality, and satisfaction rates. Results Examination scores: No significant difference pre-intervention (P>0.05); post-intervention scores increased significantly in both groups, with higher improvement in the observation group (P<0.05).Learning outcomes: Five assessed metrics showed no pre-intervention difference (P>0.05); post-intervention improvements were significantly greater in the observation group (P<0.05).Teaching quality: Five evaluated dimensions demonstrated similar pre-intervention baselines (P>0.05); the observation group exhibited superior post-intervention enhancement (P<0.05).Satisfaction rates: The observation group reported higher satisfaction (97.50% vs. 85.00%, P<0.05). Conclusion TPDS methodology proves effective in nephrology education, enhancing examination performance, learning outcomes, teaching quality, and overall satisfaction. Its broader application is recommended.

TPDS teaching; Nephrology; Examination scores; Learning outcomes; Teaching quality; Satisfaction