Evaluation research on teaching effect of problem-based learning model

Objective To analyze and evaluate the teaching effect of problem-based learning (PBL), and to explore the advantages and disadvantages of teaching through PBL model, in order to provide theoretical and technical support for further improvement of the teaching effect of PBL. Methods The research adopts indirect inquiry investigation through questionnaire survey on the students who participate in PBL teaching, makes database by using Visual FoxPro 6.0, uses statistic analysis software SPSS 13.0 to conduct reliability and validity analysis, cluster analysis and Chi-square test, and conducts evaluation and analysis on the teaching effect of PBL. Results The students' general satisfaction rate to PBL teaching reaches up to 85%, and they have different views on PBL clinical courses and PBL basic courses, and have statistical significance (P<0.01), in such aspects as general situation, the situation of group learning, and enforcing teaching ability, teachers' teaching level and teaching advantages. Conclusion The students are positive to PBL teaching. The teaching effect of PBL on clinical courses is superior to that in basic courses, which suggests that we should take different PBL teaching models to different subjects. Key words: Problem-based learning;  Teaching model;  Teaching method;  Evaluation research