Problem-based learning (PBL) has become more widely used in the education of many professionals. This study investigated the effect of PBL on student teaching evaluations in a seniorlevel food hygienecourse. In this study, the pretest/posttest experimental method with an equivalent control group was used.We hypothesized that student teaching evaluations would improve with PBL based on the quality education inChina. The subjects included the students who were enrolled at the College of Pharmaceutical Sciences inZhejiang Chinese Medical University. Students attended to Food Hygiene course in the 6th semester. Theclass taught in the traditional manner was the control group. PBL group attended the PBL course whereas thecontrol group attended the traditional instructor course. Each group consisted of 14 students. A retrospectivereview of student performance in the food hygiene course was carried out. A cross-sectional survey involving teachers and current food pollution students was also carried out to evaluate learning of food hygiene usingthe PBL approach. Certain data were collected using the Student Satisfaction Scale. We concluded that integrating PBL into this undergraduate class has a significant effect on the content knowledge acquisition score and thinking skills.
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