The application value of the case-based learning in the clinical teaching of hepatocellular carcinoma

Abstract

Objective: To compare the outcome of lecture-based learning(LBL) and case-based learning(CBL) in the clinical teaching of hepatocellular carcinoma(HCC). Methods: LBL and CBL were used in the teaching class of HCC to 146 interns and visiting fellows in our department. The teaching outcome were compared by the examination and questionnaire. Results: The basic theoretical results of the two groups of LBL and CBL were (75.1±9.7) and (80.1±10.1), respectively; showing statistical significance (t = 2.6, P = 0.02). The results of clinical application of LBL and CBL in two groups were (73.3±10.9) and (86.8±6.4), respectively; with statistical significance (t = 3.4, P < 0.001). The results of the basic theory and clinical application of CBL group were better than those of group LBL (P < 0.05). Students in the CBL group showed a better understanding of the basic theory and clinical application of transarterial chemoembolization in hepatocellular carcinoma than the LBL group, while the overall evaluation of CBL was also higher than LBL(P < 0.05). Conclusions: The CBL in clinical teaching of HCC interventional diagnosis and treatment is superior to LBL, and it’s worth to promote in the clinical teaching. Key words: Carcinoma, hepatocellular; Case based learning; Lecture based learning; Teaching