International Journal of Nursing Research

Objective To explore the application effect of problem-based learning (PBL) teaching method in clinical teaching of laboratory departments, and clarify its role in improving the quality of teaching. Methods 80 medical laboratory students who interned in the laboratory department of our hospital from August 2020 to August 2022 were selected as the research subjects. They were randomly divided into a control group (40 students, using traditional lecture based teaching method) and an observation group (40 students, using PBL teaching method). Compare the differences between two groups of students in four core indicators: theoretical knowledge mastery, practical operation ability, clinical thinking ability, and teaching satisfaction, and evaluate the application value of PBL teaching method. Results The average scores of theoretical knowledge assessment and practical operation assessment in the observation group were higher than those in the control group (P<0.05); The scores of the three dimensions of “accuracy of case analysis”, “timeliness of problem solving”, and “depth of interpretation of test results” in the clinical thinking ability score of the observation group were higher than those of the control group (P<0.05); The satisfaction with teaching in the observation group was higher than that in the control group (P<0.05). Conclusion PBL teaching method can effectively improve the quality of laboratory teaching, especially in cultivating students’ practical operation and clinical thinking abilities. It has significant advantages and is worth promoting and applying in clinical teaching.

PBL teaching method; Clinical Laboratory; Teaching quality; Medical testing; Clinical internship