Abstract
OBJECTIVE: To explore the application effect of problem-based learning (PBL) teaching model in the teaching of respiratory critical medicine. METHODS: A total of 114 clinical medicine students who had internships in our hospital from January 2021 and December 2023 selected as the research participants. These students were randomly divided into a PBL group (n = 57) and a lecture-based learning (LBL) group (n = 57). The PBL group received PBL teaching method while the LBL group received LBL teaching method. The teaching effect and student satisfaction of the two groups were compared. RESULTS: Compared with the LBL group, the PBL group performed better in clinical operations, theoretical knowledge, case analysis, and student satisfaction. CONCLUSION: The PBL teaching method is conducive to improving the teaching effectiveness and increasing the satisfaction of students. It has high promotion and application value.