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Background <p>To investigate the role of problem-based learning (PBL) in the education of otolaryngological postgraduates.</p> Methods <p>Postgraduates who took the functional otolaryngology course completed the pre-course, after-course questionnaires and closed-book test, the results were compared and analyzed.</p> Results <p>A total of 33 students who had completed the functional otolaryngology course and 33 students who did not take the course filled out the questionnaires. After the course, 45.5% (15/33) of students believed that their diagnostic thinking had been improved, 51.5% (17/33) had a deeper understanding of functional otolaryngology, and 93.9% (31/33) believed that the PBL model played an important role. 39.4% (13/33), 36.4% (12/33), 33.3% (11/33) students improved awareness of otology, rhinology, and laryngology, 48.5% (16/33) of students strengthened confidence in the ability to ENT work. After-course students achieved higher score (67.4) than control groups (55.8, <i>P</i> &lt; 0.001) in PBL-based tests.</p> Conclusions <p>The PBL teaching model might help to improve otolaryngology postgraduates’ understanding and learning of functional otolaryngology. Further studies with larger sample sizes and more evaluation methods are needed to verify PBL model in otolaryngology teaching work.</p>

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Problem-based learning for functional otolaryngology in postgraduate education

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年12月26日

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  • Yi Fang,
  • Jian Chen,
  • Peijie He

摘要

Background

To investigate the role of problem-based learning (PBL) in the education of otolaryngological postgraduates.

Methods

Postgraduates who took the functional otolaryngology course completed the pre-course, after-course questionnaires and closed-book test, the results were compared and analyzed.

Results

A total of 33 students who had completed the functional otolaryngology course and 33 students who did not take the course filled out the questionnaires. After the course, 45.5% (15/33) of students believed that their diagnostic thinking had been improved, 51.5% (17/33) had a deeper understanding of functional otolaryngology, and 93.9% (31/33) believed that the PBL model played an important role. 39.4% (13/33), 36.4% (12/33), 33.3% (11/33) students improved awareness of otology, rhinology, and laryngology, 48.5% (16/33) of students strengthened confidence in the ability to ENT work. After-course students achieved higher score (67.4) than control groups (55.8, P < 0.001) in PBL-based tests.

Conclusions

The PBL teaching model might help to improve otolaryngology postgraduates’ understanding and learning of functional otolaryngology. Further studies with larger sample sizes and more evaluation methods are needed to verify PBL model in otolaryngology teaching work.