Problem-Based Learning of Food Hygiene in Higher University of Traditional Chinese Medicine

Conference paper
Part of the Lecture Notes in Electrical Engineering book series (LNEE, volume 269)

Abstract

Problem-based learning (PBL) has become more widely used in the education of many professionals. This study investigated the effect of PBL on student teaching evaluations in a senior-level food hygiene course, and the pre-test/post-test experimental method with an equivalent control group was used. The subjects included the students who were enrolled at the College of Pharmaceutical Sciences in Zhejiang Chinese Medical University. Students attended to Food Hygiene course in the 6th semester. The class taught in the traditional manner was the control group. PBL group attended the PBL course whereas the control group attended the traditional instructor course. A retrospective review of student performance in the food hygiene course was carried out. A cross-sectional survey involving teachers and current food pollution students was also carried out to evaluate learning of food hygiene using the PBL approach. We concluded that integrating PBL into this undergraduate class has a significant effect on the content knowledge acquisition score and thinking skills.

Keywords

Problem-based learning Food hygiene curriculum Higher university of traditional Chinese medicine Quality education 

References

  1. 1.
    Dochy F, Segers M, Van den Bossche P et al (2003) Effects of problem-based learning: a meta analysis. Learn Instr 13:533–568CrossRefGoogle Scholar
  2. 2.
    Chuan TY, Rosly NB, Zolkipli MZB et al (2011) Problem-based learning: with or without facilitator? Procedia-Socia Behav Sci 18:394–399CrossRefGoogle Scholar
  3. 3.
    Rowan CJ, McCourt C, Bick D et al (2007) Problem based learning in midwifery—the teachers perspective. Nurs Edu Today 27:131–138CrossRefGoogle Scholar
  4. 4.
    Selcuk GS, Caliskan S (2010) A small-scale study comparing the impacts of problem-based learning and traditional methods on student satisfaction in the introductory physics course. Procedia-Socia Behav Sci 2:809–813CrossRefGoogle Scholar
  5. 5.
    Lin YC, Huang YS, Lai CS et al (2009) Problem-based learning curriculum in medical education at Kaohsiung Medical University. Kaohsiung J Med Sci 25:264–269CrossRefGoogle Scholar

Copyright information

© Springer Science+Business Media Dordrecht 2014

Authors and Affiliations

  1. 1.Zhejiang Chinese Medical UniversityHangzhouChina

Personalised recommendations