Problem-based learning-standardized preoperative conversation improves neurosurgery residents' understanding of cerebellopontine angle tumors

Abstract Objectives This study aims to explore the effects of problem-based learning (PBL) and Prescription-based preoperative talk (PPT) teaching methods in the teaching of tumors in cerebellopontine angle (CPA) of clinical neurosurgery residents. Methods 130 neurosurgery residents in Qilu Hospital of Shandong University were randomly divided into two groups. The experimental group adopted the combination of problem-based learning (PBL) and Prescription-based preoperative talk (PPT), referred to as PPP. In contrast, the control group simply learned the material on their own. The effectiveness of the teaching methods was then assessed using theory test scores and customized questionnaires. Results Compared with the control group, the test scores of the experimental group were significantly improved (P = 0.005). In addition, the test score of the experimental group was still higher than that of the control group one month after course (P = 0.033). The satisfaction questionnaire of PPP teaching method showed that the experimental group had higher satisfaction in 6 aspects of stimulating an interest, enhancing students’ self-learning abilities, mastery of basic and anatomical knowledge, analytical and problem-solving skills, help for clinical thinking, doctor-patient communication skills. Conclusion In the teaching of cerebellopontine angle tumors, the PPP teaching method can provide a unique experiential learning opportunity for neurosurgery residents, improve theoretical test scores, and promote self-evaluation and satisfaction. In addition, this method can enhance neurosurgical residents' understanding of tumor diseases in CPA region. Therefore, it helps to improve the overall teaching effectiveness.