The effectiveness of the combined problem-based learning (PBL) and case-based learning (CBL) teaching method in the clinical practical teaching of thyroid disease

Table 3 The comparison of perspectives and self-perceived competence in the PBL–CBL group vs. the traditional group (for all participants)

Item	PBL–CBL group (N = 276)	Traditional group (N = 293)	T	95% confidence interval	P value
Learning motivation (point)	4.03 ± 0.813	3.06 ± 0.844	13.977	0.835,1.107	<0.001
Understanding (point)	4.05 ± 0.812	2.94 ± 0.836	16.048	0.978,1.244	<0.001
Student–teacher interaction (point)	3.98 ± 0.786	3.02 ± 0.794	14.460	0.828,1.088	<0.001
Free time consumed (point)	2.07 ± 0.838	2.94 ± 0.825	14.481	0.874,1.148	<0.001
Final examination (point)	4.01 ± 0.788	3.05 ± 0.801	14.352	0.825,1.087	<0.001
Communication skills (point)	4.00 ± 0.825	2.49 ± 0.501	26.305	1.402,1.629	<0.001
Clinical thinking skills (point)	4.01 ± 0.822	2.48 ± 0.501	26.671	1.422,1.646	<0.001
Self-learning skills (point)	3.98 ± 0.824	2.58 ± 0.495	24.465	1.292,1.646	<0.001
Teamwork skills (point)	4.02 ± 0.802	2.58 ± 0.494	25.559	1.327,1.548	<0.001
Knowledge absorption (point)	4.02 ± 0.807	2.46 ± 0.499	27.560	1.449,1.672	<0.001

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