Abstract
BackgroundIn view of the harsh reality Chinese paediatricians face, the challenge of paediatric education is about instilling not only knowledge and clinical skills but also resilience and beliefs. The aim of the study is to explore a more effective method than the traditional lecture-based learning (LBL) model for optimizing educational outcomes by establishing an innovative, comprehensive, case-based learning (CBL) model combined with the micro-film technique (MF + CBL). This approach has four important components: interests (attraction), knowledge application, competency, and scenario coping skills.MethodsExperimental research was conducted via a controlled parallel group study. The total sample of 104 senior-year students (Chinese) majoring in clinical medicine was randomly divided into two groups. The experimental group was exposed to the MF + CBL model and the control group to the LBL model. Overall, the results were assessed after an 8-week course via a student self-assessment questionnaire, a satisfaction survey and the final examination.ResultsThe experimental group generally performed better than the control group on the student self-assessment (P<0.05), satisfaction survey (P<0.05), and final examination (80.02 ± 3.77 vs 73.65 ± 3.69, P = 0.000). The open question at the end of the questionnaire revealed that a small number of students did not favour the MF + CBL model due to its time- and energy-consuming features.ConclusionsCompared with LBL, the MF + CBL model was an innovative teaching method that promoted more comprehensive quality development. It represents an alternative model for optimizing the capacity of future paediatric doctors.
Highlights
In view of the harsh reality Chinese paediatricians face, the challenge of paediatric education is about instilling knowledge and clinical skills and resilience and beliefs
The group exposed to the MF + case-based learning (CBL) model was named the experimental group, while the group exposed to the lecture-based learning (LBL) model was named the control group
The open question at the end of the questionnaire revealed that a small number of students did not favour the MF + CBL model because it was more time consuming and energy consuming than self-study
Summary
In view of the harsh reality Chinese paediatricians face, the challenge of paediatric education is about instilling knowledge and clinical skills and resilience and beliefs. The aim of the study is to explore a more effective method than the traditional lecture-based learning (LBL) model for optimizing educational outcomes by establishing an innovative, comprehensive, case-based learning (CBL) model combined with the micro-film technique (MF + CBL). This approach has four important components: interests (attraction), knowledge application, competency, and scenario coping skills. The situation will worsen as Considering the harsh realities Chinese paediatricians face, such as lower salaries but heavier workloads, pressure deriving from the high expectations of patients’ family members, and greater occupational risks for medical disputes than other specialists [2], paediatric education is facing the challenge of cultivating a competent workforce with knowledge, resilience and beliefs [3]. Previous studies have revealed the limitations of the traditional lecture-based learning (LBL) model with respect to problem-solving, collaborative learning, and lifelong learning strategies and have noted side effects such as decreased motivation and poor self-study, practical application and critical thinking abilities [7,8,9]
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