Application of PBL Combined with Lecture-based Learning for Immunochemistry Course

Abstract

Abstract Objective: By systematically evaluating the effect of problem-based learning (PBL) and traditional lecture-based learning (LBL) on the learning of undergraduates majoring in Chemical Biology, the significance of PBL applied in Immunochemistry Course will be explored. Methods: The teaching objects were the undergraduates majoring in Chemical Biology. The 62 undergraduates in Grade 2018 as the control group adopted the traditional LBL mode, while the 45 undergraduates in Grade 2019 and 48 undergraduates in Grade 2020 as the experimental groups adopted the two modes of PBL and LBL. For the PBL mode, 6 cases related to the course were designed for the students to complete. The Immunochemistry final exams of the undergraduates in Grades 2018-2020 were analyzed by the score ranges (<60 points, 60-69 points 70-79 points, and ≥80 points. The questionnaire survey about the analysis of the cases was performed on the undergraduates of Grades 2019-2020. Results: In Grades 2019 and 2020, the excellent rates (≥80 points), pass rates (≥60 points), fail rates (<60 points) and average scores of the undergraduates were separately 29%, 62-65%, 6-9% and 73-74. But in Grade 2018, the excellent rate, pass rate, failure rate, and average score of the undergraduates were separately 10%, 50%, 40%, and 62.55. In addition, the percentage of undergraduates in Grades 2019 and 2020 was separately 44% and 27% in the range of 70-79 points, and 18% and 38% in the range of 60-69 points. The teacher-student questionnaire on the teaching evaluation also confirmed the teaching effect of the PBL mode. Conclusion: The combination of PBL and LBL teaching modes has a positive impact on the student’s learning in the Immunochemistry Course.