Application of Bedside Small-group Problem-based Learning in Clinical Practice Teaching of Dermatology

Abstract Background and aims The problem-based learning (PBL) teaching model has significant advantages in inspiring and improving clinical thinking among medical students. Bedside teaching has always been regarded as one of the ideal clinical teaching modes. The aim of this study is to investigate the effects of bedside small-group PBL on dermatologic teaching in medical students. Methods Fifty interns (undergraduates) were randomly divided into the study and control groups. The study group received bedside PBL teaching while the control group received traditional bedside teaching. The teaching effectiveness of the two groups was evaluated by the computer-based case simulations (CCS), the mini clinical evaluation exercise (mini-CEX) and students’ satisfaction surveys. Results The average CCS score of the study group was significantly higher than that of the control group (P < 0.05). For the mini-CEX, the medical interviewing skills, clinical judgment, counseling skills, organizational efficiency and overall clinical competence in study group significantly higher than those of the control group (P < 0.05). The overall satisfaction, stimulation of active learning, improvement of clinical skills, facilitation of counseling skills and enhancement of teamwork were higher than those of the control group (P < 0.05). Conclusion The bedside small-group PBL teaching model can not only stimulate the actively learning for undergraduates, but also improve their clinical reasoning, counseling skills and overall clinical competence, which can be served as a training system of dermatological clinical practice for medical undergraduates.