›› 2011, Vol. 31 ›› Issue (4): 493-.doi: 10.3969/j.issn.1674-8115.2011.04.026

• Original article (Teaching administration) • Previous Articles     Next Articles

Problem-based learning in cardiology teaching for French medical class

ZHANG An-di1, ZHANG Yong2   

  1. 1.Department of Cardiology, Ruijin Hospital, 2.Sino-French Medical Formation Centre, Shanghai Jiaotong University School of Medicine, Shanghai 200025, China
  • Online:2011-04-28 Published:2011-04-28


Objective To explore the practice of problem-based learning (PBL) in clinical medicine teaching. Methods Forty students in French medical class were divided into 6 groups, and PBL teaching was implemented in each group. On the basis of traditional curriculum, PBL method was introduced to the teaching process in the chapter of “coronary heart disease”. One male case of unstable angina was selected, and teaching was conducted in the following five steps. ①Teachers stated the basic case information. ②Students were stimulated to discuss and solve problems collectively. ③Teachers presented resources available for more knowledge.④After extra-curricular learning, teachers helped students to apply new knowledge to explain and solve the problem of the original case. ⑤Teachers drew summarization of the case. Results PBL case teaching was successfully conducted. Conclusion PBL may stimulate the initiative of students, and the integrity and systematicness of discipline knowledge are maintained.

Key words: problem-based learning, curriculum, clinical medicine teaching