Application Effect of Problem-Based Learning Teaching Method in Pediatric Clinical Internship Instruction

Corresponding author: liujitian, 346357230@qq.com

DOI: 10.12201/bmr.202602.00063

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  Abstract: ObjectiveTo explore the effect of Problem-Based Learning (PBL) teaching method on the clinical thinking ability, self-directed learning ability, and teamwork ability of interns during pediatric clinical internship instruction.MethodsA total of 84 clinical medicine undergraduate interns who conducted clinical internships in the pediatrics department of our hospital from March 2023 to February 2024 were selected as research subjects. They were randomly divided into a PBL teaching group (n=42) and a traditional teaching group (n=42) using a random number table. The PBL group adopted a structured PBL teaching method, centering on common pediatric disease cases for group discussions, independent inquiry, and scenario simulations. The traditional group adopted the conventional instruction mode dominated by teacher lectures. At the end of the internship, the Chinese versions of the Clinical Thinking Ability Scale, Self-Directed Learning Ability Scale, and Teamwork Ability Scale were used to evaluate interns in both groups. Their final theoretical assessment and operational skills assessment scores were also compared.ResultsInterns in the PBL group scored significantly higher than those in the traditional group on the total score and all dimensions (system thinking, critical thinking, evidence-based thinking) of the Clinical Thinking Ability Scale, the total score of the Self-Directed Learning Ability Scale, and the total score of the Teamwork Ability Scale (all P<0.01). The PBL group also achieved significantly higher scores in both the final theoretical assessment (86.32±5.41 points) and operational skills assessment (88.15±4.72 points) compared to the traditional group (theory: 78.95±6.83 points; skill: 80.26±5.94 points) (all P<0.01).ConclusionThe PBL teaching method can effectively enhance pediatric clinical interns clinical thinking ability, self-directed learning ability, teamwork ability, and assessment performance. It is a clinical instruction method superior to the traditional teaching model and holds value for promotion.

  Key words: Problem-Based Learning; Clinical Internship; Pediatrics; Clinical Thinking Ability; Teaching Reform

  Submit time: 13 February 2026

  Copyright: The copyright holder for this preprint is the author/funder, who has granted biomedRxiv a license to display the preprint in perpetuity.
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