CORRECTION article
Front. Med.
Sec. Healthcare Professions Education
Volume 12 - 2025 | doi: 10.3389/fmed.2025.1649453
The effect of PBL teaching method in the teaching of congenital malformation
Provisionally accepted
- 1Fujian Medical University, Fuzhou, China
- 2Fujian Medical University Fujian Key Laboratory of Molecular Neurology, Fuzhou, China
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In the published article, there was an error in [Figure 4] as published. [The error pertains specifically to the percentage values displayed in the figure]. The corrected [Figure 4] and its caption **[ The pie chart presents a distribution of the percentages of the various positive impacts for students after adopting the PBL teaching method. These data outline the percentages of “Enhanced Teamwork Skills,” “Broadened Thinking,” “Equipped with A Wider Range of Problem-solving Strategies and Techniques,” and “Increase in Learning Interest”.] appear below. The authors apologize for this error and state that this does not change the scientific conclusions of the article in any way. The original article has been updated.
Keywords: PBL teaching method, Traditional teaching methods, Congenital malformation, Questionnaire survey, Evaluation
Received: 18 Jun 2025; Accepted: 16 Jul 2025.
Copyright: © 2025 Li. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Hua Li, Fujian Medical University, Fuzhou, China
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