Application and effectiveness evaluation of comparative teaching combined with LBL teaching mode in standardized diagnosis and treatment teaching of erectile dysfunction.

Objective To evaluate the teaching effects of comparative teaching combined with lecture-based learning (LBL) teaching mode and LBL mode alone. Methods The physicians who participated in the standardized diagnosis and treatment class of andrology diseases in Anhui Province from 2018 to 2020 were taken as the study subjects. The participators were randomly divided into the combined LBL teaching group and the LBL teaching group. After the training course was completed, the teaching effectiveness of the two groups of the participators was evaluated using the continuous mini clinical evaluation method (Mini-CEX), and questionnaire feedback. Results There were 28 students in the combined LBL teaching group and 27 students in the LBL teaching group. Except for the score of organizational ability dimension, the scores of other dimension parameters in the Mini-CEX assessment in the combined LBL teaching group were all increased significantly compared with those in the LBL teaching group (P <0.05). The results of questionnaire feedback showed that the teaching effectiveness of the combined LBL teaching group was superior to that of the LBL teaching group. The comparative teaching combined with LBL teaching mode significantly improved the understanding of knowledge points and clinical practice ability on andrology disease (P <0. 05). Conclusion The comparative teaching combined with LBL teaching mode is better than LBL teaching mode in the standardized training on the diagnosis and treatment of ED. [ABSTRACT FROM AUTHOR]