International Journal of Clinical Research

Objective To analyze and discuss the application effect of the "grouped PBL" teaching mode in the teaching of single disease of lumbar disc herniation. Methods 30 clinical interns from our hospital from January 2023 to May 2025 were selected as the research subjects and randomly divided into an observation group ("grouped PBL" teaching mode) and a control group (conventional teaching mode). Lumbar disc herniation was used as a single disease teaching model, and the performance assessment results, teaching satisfaction, and learning outcomes of the two groups of interns were compared. Results The performance evaluation results of the observation group interns [theoretical score (93.12 ± 5.42) points, operational skills (90.14 ± 5.37) points, student peer evaluation (96.53 ± 4.32) points, teacher rating (92.56 ± 2.37) points, comprehensive quality (94.86 ± 3.56) points] were significantly better than those of the control group (P<0.05); The observation group had higher satisfaction with teaching [teaching behavior (28.12 ± 2.63) points, teaching rhythm (27.11 ± 2.64) points, teaching effectiveness (28.18 ± 2.31) points, teaching content (27.32 ± 2.33) points, course arrangement (28.76 ± 2.26) points, teaching attitude (27.32 ± 2.14) points, and work responsibility (28.69 ± 2.54) points] than the control group (P<0.05); The learning effect of the observation group [independent learning ability (44.96 ± 5.47) points, teamwork ability (43.87 ± 4.79) points, clinical thinking ability (45.22 ± 5.07) points, learning autonomy (45.48 ± 4.32) points] was higher than that of the control group (P<0.05). Conclusion In the teaching of single disease of lumbar disc herniation, the use of the "grouped PBL" teaching mode has significant effects and is worthy of wide promotion and application.

"Group PBL" teaching mode; Lumbar disc herniation; Single disease teaching; Performance assessment