ABSTRACT
ABSTRACT: In this study, Problem-Based Learning (PBL) teaching was applied in the teaching of neurology probation class, and its methods and results were explored. Sixty 5-year clinical undergraduate students were randomly divided into two groups, a PBL group and a traditional teaching group, with 30 students in each group. The students’ behaviors and test scores were observed and compared statistically. The results showed that the students’ learning enthusiasm, self-evaluation, and interest in neurology practice in the PBL group were significantly higher than those in the traditional teaching group; 98% of the students were satisfied with PBL method; test scores of the students in the PBL group were significantly higher than those in the traditional teaching group (P < 0.05). PBL teaching method should be better than the traditional method in improving students’ flexible use of knowledge and overall levels. The method is beneficial to the training of students in their learning enthusiasm and interest, self-evaluation, clinical thinking, problem-solving skills, and innovative abilities.
