BMC Med Educ. 2026 Feb 11. doi: 10.1186/s12909-026-08746-2. Online ahead of print.
ABSTRACT
INTRODUCTION: In recent decades, numerous studies have explored Problem-based Learning (PBL) or Case-based Learning (CBL) alone, but few have investigated their combination. Fundamental nursing is a core course for nursing undergraduates, and anaphylactic shock (a life-threatening clinical emergency) is a key teaching content. Traditional lecture-based learning (LBL) lacks interaction and fails to enhance critical thinking, highlighting the need for teaching methods.
METHODS: Nursing undergraduates from a medical college were randomly divided into two groups (n=50 each): the traditional group (LBL) and the PBL-CBL group (combined method). The intervention focused on anaphylactic shock in fundamental nursing (September 2022-June 2024). Data were collected via post-class tests (theoretical, practical, case analysis) and anonymous questionnaires (California Critical Thinking Disposition Inventory, satisfaction, time consumption). Statistical analysis used SPSS 18.0.
RESULTS: The PBL-CBL group had significantly higher total test scores (87.33±4.21 vs. 73.32±3.66, P<0.001) and better performance in all test sections. Questionnaire results showed higher critical thinking scores (truth-seeking, analytical skills, etc.), course satisfaction, and teacher-student interaction in the PBL-CBL group, though it consumed more learning time (P<0.05).
DISCUSSION: The combined PBL-CBL method outperforms traditional LBL in deepening knowledge, enhancing clinical analysis ability, and improving critical thinking. It is a promising approach for fundamental nursing teaching, though it requires more student preparation time.
PMID:41668093 | DOI:10.1186/s12909-026-08746-2
