Table 2.
Comparison of students' evaluation of course teaching effectiveness between the PBL Group and the LBL Group
| Teaching evaluation systems | Group (satisfied/dissatisfied, n) | P-value* | |
|---|---|---|---|
| PBL (n = 29) | LBL (n = 32) | ||
| The instructor demonstrates enthusiasm in teaching and effectively motivates students' engagement | 25/4 | 14/18 | 0.0011 |
| Excellent interaction effectiveness and an active classroom atmosphere | 27/2 | 16/16 | 0.0002 |
| The instructor proficiently uses Mandarin and professional English in teaching | 25/4 | 24/8 | 0.3430 |
| The instructor sets clear teaching objectives, highlights key points, and presents content with logical thinking | 28/1 | 29/3 | 0.6141 |
| The instructor's teaching content is rich and in-depth (covering both theoretical and practical dimensions) | 26/3 | 27/5 | 0.7100 |
| The instructor exhibits excellent classroom management and control capabilities | 27/2 | 31/1 | 0.6003 |
| The instructor inspires students’ thinking, association, and innovative awareness | 27/2 | 23/9 | 0.0455 |
| The instructor rationally utilizes various teaching media, leading to good teaching effectiveness | 28/1 | 24/8 | 0.0277 |
| The instructor maintains appropriate demeanor and a professional appearance | 24/5 | 28/4 | 0.7242 |
| The instructor adopts appropriate teaching methods that align with the characteristics of EBERs-ISH technical teaching | 27/2 | 19/13 | 0.0027 |
*Bold italic indicates statistically significant differences