To study the application of job competence-induced PBL+CBL multimodal teaching method with ideological education in the stroke clinical education.

69 undergraduates majoring in clinical medicine and undergoing clinical internship at Shijingshan Hospital, from the classes of 2017 and 2018 at Capital Medical University, were selected and divided into a traditional teaching group and, multimodal teaching group, respectively. The traditional teaching method was adopted in the traditional teaching group, while the multimodal teaching group employed the job competence-induced multimodal teaching method, which integrated ideological education. The teaching effect was evaluated by questionnaire survey, theoretical examinations, and clinical skills examinations. The t-test was applied to compare the results of the theoretical and clinical skills examinations between the two groups, and the χ²-test was used to compare the differences in the questionnaire results.

Compared with the traditional teaching group, both of the theoretical scores [(86.24±5.36) vs (82.46±5.10)] and the skill operation scores [(88.12±5.83) vs (80.22±6.80)] of the students in the multimodal teaching group were obviously improved, and the differences were statistically significant (t=4.36, P=0.036; t=5.71, P=0.008). Post-teaching questionnaire survey showed that the multimodal teaching group was significantly better than the traditional teaching group in active learning interest, doctor-patient communication skills, and the importance of patriotic education (91.3% vs 73.5%; 82.8% vs 67.6%; 82.8% vs 67.6%), and the differences were statistically significant (χ²=6.33, 4.05, 4.05; P=0.005, 0.044, 0.044). Although the teamwork ability of students had a trend of improvement in the multi-mode teaching group, there was no statistical difference compared with the traditional teaching group (P>0.05).

The job competence-induced multimodal teaching method with ideological education can increase students' interest in active learning, improve students' abilities to solve clinical problems, and enhance students' doctor-patient communication skills, patriotic enthusiasm, and professional spirit, which can be popularized and applied in stroke clinical practice teaching.