Abstract
BackgroundProblem/case-based learning (PCBL) is one of the most commonly used educational methods in medical schools.AimTo further improve PCBL in clinical course of severe infection by introducing competition mode.MethodsTwo classes of medical students were divided into two groups by class-based simple randomization and were taught the course of severe infection by PCBL. A team-based competition was introduced in the study group (n = 35) while not in the control group (n = 36). After the course, four closely associated references were recommended. All the students were notified about a group consultation on a similar case. In the final examination, a case with severe infection complicated with infectious shock was presented for the students to analyze and resolve listed questions. Their performances were qualitatively evaluated to justify the effectiveness of the competition-based PCBL.ResultsThe students in the study group were more active and initiative in case discussion and interaction, in referring to case-related articles and attending clinical group-consultation. They had better performance in the case analysis in the final examination. The typical case analysis test easily figured out more excellent students in the study group.ConclusionsThe PCBL with competition mode introduced in is an effective approach to guide students to fully understand the clinical diagnoses and treatment of severe infection. It also prompts medical students’ initiative in referring to case-related articles and attending group-consultation, both of which are essential to equip medical students with sufficient competency for clinical practice.
Highlights
Problem/case-based learning (PCBL) is one of the most commonly used educational methods in medi‐ cal schools
In the selection of the teaching cases in PCBL, we focused on cases with severe infections, for severe infection is a difficult chapter in the clinical courses of infectious diseases for teaching
Based on the above considerations, we introduced competition into PCBL in the teaching of severe infection to hope for better teaching effects
Summary
Problem/case-based learning (PCBL) is one of the most commonly used educational methods in medi‐ cal schools. The medical undergraduates mainly achieve their knowledge and skills through theoretical teaching and clinical practice. Medical courses used to be taught in traditional education approaches by means of tutorials, didactic lectures and practical classes. They are teacher-centered, with minimal active participation from the students, leading to lack of critical thinking in students and insufficient training targeted at integrating skills (Zahid et al 2016). Its development needs an education system featured by a studentcentered process. In this process, the teacher is hoped to use various innovative teaching methods to get the students motivated for meaningful learning rather than just passively receiving information, to get them actively
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