ArticleEvidence-based complementary and alternative medicine : eCAM2019
Observational Application Comparing Problem-Based Learning with the Conventional Teaching Method for Clinical Acupuncture Education.
Article in Evidence-based complementary and alternative medicine : eCAM, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
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Who cites it
5 citing papers in PubMed.
- Immersive virtual reality for acupuncture knowledge and practical skills: a comparative educational study.Frontiers in public health · 2026Trial
- Problem-based learning in traditional Chinese medicine education: current applications and future directions.Frontiers in medicine · 2026Review
- Performance of PBL-Based Image Teaching in Clinical Emergency Teaching.Computational and mathematical methods in medicine · 2022Article
- Online Problem-Based Learning in Clinical Dental Education: Students' Self-Perception and Motivation.Healthcare (Basel, Switzerland) · 2021Article
- Article
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Authors and funding
1 author.
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Abstract
aimAlthough the problem-based learning (PBL) teaching method was introduced in 1969, its rapid and widespread application in Malaysia started in 1979. This study aimed to evaluate satisfaction with PBL compared to that of conventional learning, using satisfaction surveys and the Rosenberg Self-Esteem scores, of students learning clinical acupuncture at the School of Traditional Chinese Medicine (TCM), Xiamen University Malaysia.
methodThe participants of this study (N=36) were registered for a bachelor's degree program in TCM in 2016 and enrolled in the Science of Acupuncture and Moxibustion course beginning in September 2018. The students were randomly allocated into two groups: PBL group and conventional group. A self-administered learning satisfaction survey and the Rosenberg Self-Esteem scores were used for data collection. An independent sample
resultsThe results of the learning satisfaction survey and Rosenberg Self-Esteem scores were significantly better in the PBL group than in the conventional group (
conclusionsPBL appears to be more effective for clinical acupuncture education than the conventional teaching method. However, further studies are needed to identify the mechanisms by which PBL excels in clinical acupuncture education, as well as other related TCM fields.
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Registered trials
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