Combination of problem-based and team-based learning in clinical teaching of plastic and reconstructive surgery

This study explored the value of integrating problem-based learning (PBL) and team-based learning (TBL) methods into plastic and reconstructive surgery clinical practice. By addressing the challenges faced in traditional teachings, this study aimed to enhance educational outcomes and prepare students for real-world surgical scenarios, thereby improving patient care in this specialized field. Fifty undergraduate students majoring in clinical medicine at the Shanghai Jiao Tong University School of Medicine were selected as research subjects. They were randomly divided into experimental and control groups. The experimental group received the combined PBL-TBL teaching method, whereas the control group received the traditional teaching. The teaching effect was evaluated based on student satisfaction and academic performance. The student satisfaction in the experimental group was higher than that of the control group ( P <0.05). Subjective scoring for academic performance by instructors was higher in the experimental group than in the control group ( P <0.05). The PBL and TBL combination had a significant effect when applied in plastic and reconstructive surgery clinical practice.