Application and Effect Evaluation of Student Centered PADD Teaching Model: Taking Medical Statistics Teaching for Clinical Medicine Majors
Objectives: Presentation-Assimilation-Discussion-Dialogue (PADD) teaching is a new teaching method emerging in China in recent years, which fully embodies the student-centered teaching concept. This study evaluates and compares the teaching outcomes of the PADD class and traditional lecture-based method in Medical Statistics courses for clinical medicine majors. Methods: The PADD teaching and control groups were randomly selected 186 and 946 undergraduates of clinical medicine majors in Zunyi Medical University in the spring semester of 2022, respectively. The two groups’ teaching outcomes were compared using midterm examination, experimental operation test scores, theoretical course scores, total scores and satisfaction survey. The Rank sum test, chi square test and independent-sample t-test were adopted for statistical analysis. Results: This study showed that the practical score, term examination and total scores of PADD teaching class were higher than traditional teaching class, and the difference was statistically significant (P<0.001). There was no significant difference in the completion of online learning between the two groups (P=0.518). Similarly, the PADD teaching group was compared with the control group respectively, except for the midterm examination (P > 0.05), there were statistical differences in the practical score, term examination and total scores (P < 0.05). The PADD group has higher satisfaction. Conclusions: PADD teaching can improve student academic performance while increasing student's enthusiasm to participate, developing student's ability to learn autonomously, and enhancing emotional communication among classmates etc.. Therefore, the application of PADD teaching in Medical Statistics courses for clinical medicine majors should be recommended.
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