• Pin Yao, Jing OuYang, Chunping Liu, Siyu Wang, Xin Wang, and Shu Sun.
• Shengjing Hospital of China Medical University, No.36 Sanhao Street, Heping District, Shenyang, 110004, China. Electronic address: yaopin@sj-hospital.org.
• Burns. 2020 May 1; 46 (3): 647-651.

IntroductionIn China, although burn treatment develops rapidly, and ranks in the forefront of the world, there is a relative shortage of burn specialists, which limits the development of burn education. In traditional curriculum of surgery education, burn surgery education accounts for few proportions, which results in the indifference to the burn surgery among medical students. To date, few research reported the application of Clinical pathway- Problem based Learning (CP-PBL) in burn surgery education. The objective of the study is to explore the teaching effect of this novel teaching method in burn surgery education.MethodsA pilot study was performed. One hundred and six students were randomly divided into a Lecture based Learning (LBL) only group (control group) and a LBL combined Clinical pathway- Problem based Learning group (observation group). A set of test was designed as evaluation criteria based on questions of burn surgery in National Medical Licensing Examination (NMLE) from 2011 to 2018.ResultsThe students with Clinical pathway- Problem based Learning had better academic performances in profession theory. Type A2 and Type A3/A4 scores in the observation group were higher than those in the control group (p < 0.05). The scores of the observation group were higher than those of control group in the domains of understanding and application (p < 0.05). They also have higher favorable impressions of learning experience.ConclusionsMore active approaches yield more learning and are viewed more favorable, which provides a vital message for the evolution of curriculum in Chinese medical schools.Copyright © 2019 Elsevier Ltd and ISBI. All rights reserved.

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