Case-based Learning Teaching Method Research Articles

The effectiveness of problem-based learning and case-based learning teaching methods in clinical practical teaching in TACE treatment for hepatocellular carcinoma in China: a bayesian network meta-analysis

PurposeTo investigate the effectiveness of problem-based learning (PBL) and case-based learning (CBL) teaching methods in clinical practical teaching in transarterial chemoembolization (TACE) treatment in China.Materials and methodsA comprehensive search of PubMed, the Chinese National Knowledge Infrastructure (CNKI) database, the Weipu database and the Wanfang database up to June 2023 was performed to collect studies that evaluate the effectiveness of problem-based learning and case-based learning teaching methods in clinical practical teaching in TACE treatment in China. Statistical analysis was performed by R software (4.2.1) calling JAGS software (4.3.1) in a Bayesian framework using the Markov chain-Monte Carlo method for direct and indirect comparisons. The R packages “gemtc”, “rjags”, “openxlsx”, and “ggplot2” were used for statistical analysis and data output.ResultsFinally, 7 studies (five RCTs and two observational studies) were included in the meta-analysis. The combination of PBL and CBL showed more effectiveness in clinical thinking capacity, clinical practice capacity, knowledge understanding degree, literature reading ability, method satisfaction degree, learning efficiency, learning interest, practical skills examination scores and theoretical knowledge examination scores.ConclusionsNetwork meta-analysis revealed that the application of PBL combined with the CBL teaching mode in the teaching of liver cancer intervention therapy significantly improves the teaching effect and significantly improves the theoretical and surgical operations, meeting the requirements of clinical education.

Effectiveness of Problem-Based Learning and Case-Based Learning Teaching Methodology in Vascular Surgery Internship

Objective: To investigate the practical effect of problem-based learning (PBL) combined with case-based learning (CBL) teaching method used in the teaching of vascular surgery internship. Methods: 60 clinical medical graduates who interned in vascular surgery in our hospital from June 2022 to June 2023 were divided into the control group and the observation group of 30 each by applying the random number division method. The control group adopted the traditional lecture mode, and the observation group adopted the comprehensive teaching mode of PBL + CBL teaching method. The indicators of students’ job competence and teaching satisfaction scores in the two groups were compared. Results: The scores of students’ job competence in basic theoretical knowledge of vascular surgery, basic operation, clinical analysis, medical records writing, etc. in the observation group were higher than those in the control group, and the scores of satisfaction with teaching method were higher than those in the control group, with statistically significant differences (P < 0.01). Conclusion: PBL + CBL teaching method used in vascular surgery internship teaching is effective and can significantly improve the students’ basic theoretical knowledge and clinical practice skills, with a high satisfaction rating, thus it is worthwhile to promote the application in the field of clinical teaching.

Research and Discussion on Flipped Classroom Combined with Case-Based Learning in Pharmacoeconomics Teaching

Objective: To explore the application effect of flipped classroom combined with case-based learning teaching methods in pharmacoeconomics teaching. Methods: The students majoring in clinical pharmacy in 2019 were selected as the study subjects, and the cost-effectiveness analysis of different dosage forms of Yinzhihuang in the treatment of neonatal jaundice was selected as the teaching case. The flipped classroom combined with case-based learning teaching method was used to carry out theoretical teaching to the students. After the course, questionnaires were distributed through the Sojump platform to evaluate the teaching effect. Results: The results of the questionnaire showed that 85.71% of the students believed that the flipped classroom combined with case-based learning teaching method was helpful in mobilizing the learning enthusiasm and initiative, and improving the comprehensive application ability of the knowledge of pharmacoeconomics. 92.86% of the students think that it is conducive to the understanding and memorization of learning content, as well as the cultivation of teamwork, communication, etc. Conclusion: Flipped classroom combined with case-based learning teaching method can improve students’ knowledge mastery, thinking skills, and practical application skills, as well as optimize and improve teachers’ teaching levels.

Application of PBL combined with CBL teaching method in clinical teaching of vascular surgery.

As medical education evolves, Problem-Based Learning (PBL) and Case-Based Learning (CBL) methodologies have emerged as vital pedagogical tools. This study aims to delve into the application and effectiveness of a hybrid PBL-CBL approach in clinical teaching for vascular surgery. By conducting a comparative analysis through concrete teaching practices, this research evaluates the impact on students' clinical knowledge retention, advancement in clinical reasoning skills, and proficiency in resolving real-world clinical challenges. The findings reveal that the integrated PBL-CBL methodology substantially enhances learning outcomes in vascular surgery clinical teaching, ultimately fostering significant development in students' comprehensive clinical abilities.

Academic Performance and Perceptions of Undergraduate Medical Students in Case-Based Learning Compared to Other Teaching Strategies: A Systematic Review with Meta-Analysis

Case-based learning (CBL) is a teaching method centered on active student learning that can overcome the limitations of traditional teaching methods used in undergraduate medical education. The aim of this systematic review was to compare the effectiveness of CBL against other teaching methodologies in terms of academic performance and perceptions (intra-individual, interpeer and student–faculty) of undergraduate medical students. Literature searches were performed using PubMed, EMBASE and Web of Science databases up to 28 April 2021. We included studies that quantitatively compared the academic performance and perception outcomes of CBL against other teaching methodologies in undergraduate medical students. The risk of bias was judged using the RoBANS tool and certainty of evidence using the GRADE framework. Meta-analyses were conducted using a random-effects model and reported as standardized mean differences (SMD) with 95% confidence intervals (CI). Of a total of 4470 records, 41 studies comprising 7667 undergraduate medical students fulfilled the eligibility criteria and were included in our systematic review. The CBL group was superior to the other teaching method groups in terms of academic performance measured by exam scores (SMD = 2.37, 95% CI 1.25–3.49, large effect, very low certainty) and interest and motivation (SMD = 0.79, 95% CI 0.13–1.44, moderate effect, very low certainty). Other academic performance or perception outcomes were not statistically different between CBL and other teaching methods when considering the pooled effect. Still, they were often superior in the CBL group for specific subgroups. CBL showed superior academic performance (especially compared to didactic lectures and tutorial-based teaching) and interest and motivation compared to other teaching methods used with undergraduate medical students. However, the certainty of evidence was very low and further studies are warranted before a stronger and more definitive conclusion can be drawn.

Analysis of Application of CBL and PBL Teaching Methods in Clinical Teaching of Breast Surgery

Objective: To analyze the clinical teaching characteristics of breast surgery and discuss the effect and practical value of CBL (Case-Based Learning) and PBL (Problem-Based Learning) teaching methods. Method: According to study, we brought into labelling and exclusion criteria and 100 breast surgery patients admitted to our hospital were selected as research objects from January 2020 to December 2021. Twenty interns who received clinical teaching were selected as the research objects. The two groups of subjects were randomly divided into 10+50 groups. There were 10 interns and 50 patients in the control group and 10 interns and 50 patients in the experimental group. The control group received LBL (Lecture-Based Learning) for teaching, and the interns performed surgical treatment on the patients; The experimental group received CBL+PBL teaching, and the interns performed surgical treatment on the patients. Then compare the effectiveness of patients’ treatment, the theoretical scores, practical scores and teaching satisfaction of the two groups of interns. Result: Under different clinical teaching interventions, the treatment efficiency of the experimental group was significantly higher than that of the control group. At the same time, the average scores of interns in the experimental group in theory and practice were higher than those in the control group, and their satisfaction with the teaching content and methods was also significantly higher than that in the control group. Difference between the two groups has statistical significance. (P<0.05) Conclusion: Problem-Based Learning and Case-Based Learning clinical teaching methods are effective and have value for promotion.

Application of CBL Teaching Method Combined with Situational Simulation Teaching in Clinical Teaching of Anesthesiology and Its Influence on Improving Theoretical Knowledge and Clinical Practice Ability of Anesthesiology Medical Students

Objective. To analyze the application of case based learning (CBL) teaching method combined with situational simulation teaching in clinical teaching of anesthesiology and its influence on improving theoretical knowledge and clinical practice ability of anesthesiology medical students. Methods. 42 anesthesiology medical students who came to our hospital for internship from March 2019 to March 2020 were selected as the research objects, and were randomly divided into the study group and the reference group, with 21 students in each group. The CBL teaching method combined with situational simulation teaching was adopted for the study group, while the traditional teaching mode was adopted for the reference group. After the teaching, both groups of students were assessed in theory and skill operation, and the scores were compared. Results. There was no significant difference in gender ratio, average age, only-child or not, home address and aspiration to choose this major between the two groups (P>0.05). After training, the scores of theory test and skill operation in both groups were significantly higher than those before training (P<0.001), and the scores in the study group were significantly higher than those in the reference group (P<0.001). The scores of fill-in-the-blankquestions, noun explanations and essay questions of the study group were significantly higher than those of the reference group (P<0.001). The study group was better than the reference group in deepening learning and memory,improving autonomous learning ability, stimulating learning interest, and cultivating clinical thinking (P<0.05). The scores of professional practical ability, professionalattitude,management ability, interpersonal communication ability, professional development ability, and critical thinkingability in the study group were significantly higher than those in the reference group (P<0.05). After training, the humanistic care abilityscores of both groups were significantly higher than those before training (P<0.001), and the score in the study group was significantly higher than that in the reference group (P<0.001).The total recognition of the study group was significantly higher than that of the reference group (P<0.05). Conclusion. CBL teaching method combined with situational simulation teaching can significantly improve students’ mastery of theoretical knowledge and practical operation of clinical anesthesiology, and stimulate their humanistic care consciousness, which can lay the foundation for cultivating professional talents of anesthesiology in our hospital.

Application of case-based learning in medical student education: a meta-analysis.

To evaluate the effectiveness of case-based learning (CBL) in medical students' education through meta-analysis. PubMed, Cochrane Library, Elsevier and other databases were searched to find randomized controlled trials (RCTs) of CBL teaching methods and other teaching methods published from January 1, 1995, to October 1, 2020. All included studies used the Cochrane risk bias assessment tool, and Review Manager software, version 5.3 (Copenhagen, Denmark), was used for the meta-analysis and systematic review. A total of 8 studies were included with a total of 939 students, including 480 in the CBL group and 459 in the control group. Compared with other teaching methods, CBL teaching can improve medical students' academic performance (p=0.03) and case analysis ability (p<0.001). CBL is an active teaching method that is effective for educating medical students and helps to improve their performance and case analysis ability.

Training effect of case-based learning on post competency of medical students in the teaching of medical chemistry

Objective To investigate the training effect of the case-based learning (CBL) teaching method on post competency of medical students. Methods Four classes of students majoring in nursing in China Medical University were enrolled and divided into experimental group and control group, with two classes in each group. In the teaching of medical chemistry, the CBL teaching method was adopted for the experimental group and the traditional teaching method was adopted for the control group, with the same teacher and teaching materials. Questionnaire survey and final examination were performed to assess the effect of the CBL teaching method on post competency of medical students, and SPSS 20.0 software was used for data analysis. Results The results of the questionnaire survey showed that the experimental group had better assessment indices of post competency. The results of the final examination showed that the experimental group had a significantly higher mean score of medical chemistry than the control group [ (73.5±10.3) vs. (68.1±9.1) ]. Conclusion The application of the CBL teaching method in medical chemistry can effectively improve the learning outcomes of medical students and train their post competency, and therefore, it holds promise for application in the teaching of basic medicine. Key words: Medical chemistry; Case-based learning; Post competency

Application of the teaching method of team-based learning combined with case-based learning in the teaching of military positive psychology

Objective To investigate the application effect of the teaching method of team-based learning (TBL) combined with case-based learning (CBL) in the teaching of military positive psychology. Methods A total of 100 medical undergraduates of the class 2017 in Army Medical University were selected and randomly divided into TBL+CBL teaching group and traditional teaching group, with 50 undergraduates in each group. The teaching effect of the two methods was evaluated by assessment of theoretical knowledge and case analysis, questionnaire survey, and psychological evaluation. SPSS 19.0 was used to perform the t-test. Results Compared with the traditional teaching group, the TBL+CBL teaching group had significantly higher scores of theoretical knowledge (54.87±4.98 vs. 48.65±3.51) and case analysis (36.84±2.73 vs. 32.37±2.34). As for the results of psychological evaluation, compared with the traditional teaching group, the TBL+CBL teaching group had a significantly lower score of Symptom Checklist-90 (143.31±43.62 vs. 149.89±46.96) and significantly higher scores of ERC (48.76±5.37 vs. 43.58±5.79) and GWB (107.87±15.56 vs. 102.32±12.13). In addition, the satisfaction rate of the TBL and CBL teaching method reached 95.83% (46/50) in the TBL+CBL group. Conclusion The teaching method of TBL combined with CBL can achieve good teaching results in the teaching of military positive psychology and improve students' abilities of knowledge application and psychological adjustment. Therefore, it has good feasibility and applicability. Key words: Military medical student; Team-based learning; Case-based learning; Positive psychology

Applicatiuon of integration of PBL and CBL teaching methods in kinesiology experiments

Objective To explore the effect of applying problem-based learning (PBL) and case-based learning (CBL) in the kinesiology experiments. Methods Totally 53 4-year program undergraduates of Nantong University Medical School were divided into control group (n=26) and experimental group (n=27). The control group received traditional teaching and the experimental group received PBL and CBL teaching. The teaching effect was evaluated by examination and questionnaire. Data were analyzed by SPSS 19.0 and t test was used to compared the average scores of theory and questionnaire, α=0.05. Results The theoretical examination results (89.81±1.32) were better than the control group (84.82±1.75) (P=0.028). Meanwhile questionnaire survey showed that the experimental group students' evaluation of their teaching methods in promoting learning interest and initiative, combining theory with practice and teamwork con-sciousness were better than the control group students' evaluation of traditional teaching methods (P<0.05). Conclusion The teaching effect of integration of PBL and CBL teaching methods is better than traditional teaching in kinesiology experiments. Key words: Problem-based learning; Case-based learning; Kinesiology; Teaching effects; Experiment teaching

Application of diversified teaching methods in teaching of Organic Chemistry

The content of optical isomerism is the difficult point of organic chemistry teaching, and so case-based learning (CBL), theoretical-experimental integration teaching method and micro class teaching methods are tried to be used in classroom teaching according to the actual teaching situations. For CBL teaching method, the course is guided by the step of introduction-question-discussion and summary-exten-sions; For theoretical-experimental integration teaching method, combined with the theory class, the two experiments including the determination of optical rotation and organic molecular model are set for the opti-cal isomer content, to enhance the students' understanding of theoretical knowledge through the hands-on operation; For micro class teaching method, the key and difficult points of this chapter are dug out and about 10 minutes of video are recorded by using common video software before class, which are introduced in the classroom or provided to students after class for repeated watching, to deepen the students' understanding of the concept and phenomenon of optical isomers. In brief, it is important to combine various teaching method to improve the classroom instructing effectively and stimulate the students' interest in organic chemistry. Key words: Optical isomerism; Case-based learning; Teaching method; Theoretical-experi-mental integration teaching method; Micro class; Molecule model

Combined Application of Study Design and Case-based Learning Comprehensive Model in Epidemiology Teaching

This paper aims to conduct the SD-CBL (study design with the case based learning, SD-CBL) in Epidemiologyteaching and evaluate its effect. Students from five classes were recruited, and a combined comprehensive teachingmodel of SD-CBL was used in the “Injury Epidemiology” chapter, while other chapters in “Epidemiology”curriculum were using a teaching model of case based learning (CBL) only or single PowerPoint (ppt) teaching (itwas considered as a traditional teaching in many universities). In the final of the semester, the effects of these threeteaching models were compared in different majors and different students source. We found that SD-CBLcomprehensive teaching model was better than ppt only and CBL teaching methods (P&lt;0.001, P=0.007), and thesignificant differences were found in the increased scoring rate between different majors and different studentssource (P&lt;0.001, P=0.015). Thus, we concluded that the SD-CBL teaching model is effective and worth to promotein “Epidemiology” teaching, especial in chapters of epidemiology application. Moreover, it is recommended toconduct SD-CBL teaching model in students, who are major in medicine and have good science basis.

Application of the combination of PBL, CBL and TBL teaching method in training of ophthalmic nurses

Objective To investigate the effects of problem-based learning (PBL), case-based learning (CBL) and team-based learning (TBL) teaching method in the training of ophthalmic nurses. Methods Totally 14 nurses in a hospital were selected and randomly divided into two groups: six in the control group and eight in the intervention group. During the three months of training, nurses in the control group received LBL teaching method, while nurses in the intervention group were trained with the combination of PBL, CBL and TBL teaching method. Theoretical and skills results were recorded and compared between two groups, and the teaching efficiency was investigated. Results After training, theoretical and skills results in the intervention group were all higher than that in the control group (P 0.05); Suitable study burden dimension in the control group got higher score (P<0.05); the rest of indicators in the intervention group were all higher than that in the control group (P<0.05). Conclusions The application of the combination of TBL, PBL and CBL teaching method can stimulate nurses′ study interest and enthusiasm as well as communication and clinical practice skills. Key words: In-service training; Nurses; Ophtalmology; Team-based learning; Problem-based learning; Case-based learning

Research based on case-based learning teaching method and clinical pathway in internal medicine in acupuncture and moxibustion

Objective To investigate the application effect of case-based learning(CBL)teaching method and clinical Pathway(CP)on Internal Medicine of Acupuncture and Moxibustion in Traditional Chinese Medicine. Methods 60 students were divided into control class and experimental class randomly(n=30 in per class). The control class was taught by the traditional teaching method, and the experimental class was taught by the combined teaching method of CBL and CP. The theoretical exam and practical skills assessment were conducted at the end of the semester. All the scores were analyzed by SPSS 17.0. Results The theoretical scores and practical skills scores of experimental class were higher than that in control class, and there were obvious difference between these two classes(P=0.002, P=0.000). Conclusions Bringing CBL teaching method and CP to our class of Internal Medicine of Acupuncture and Moxibustion in Traditional Chinese Medicine can improve students' ability in clinical practice. Key words: Case-based learning; Clinical pathway; Internal medicine in acupuncture and mox-ibustion; Teaching reform

Discussion of standard patient combined with case-based learning in humanistic quality cultiva-tion for interns in the department of thoracic surgery

Objective To evaluate the methods of standard patient （SP）combined with case-based learning （CBL ） in humanistic quality cultivation for interns in the department of thoracic surgery. Methods Medical interns in the department of thoracic surgery were divided randomly into experimental（n=30）and control group（n=30）respectively. In experimental group,SP combined with CBL was used while in control group traditional teaching was used. At the end of the study,teaching effect was assessed by the final examination and questionnaires and the data were processed by t test andX2 test. P〈0.05 signifies statistical differences. Results There was no significant difference in test scores between the two groups （P〉0.05）. Scores of history-taking,medical check-up,paper writing quality in the final examination in experimental group were significantly higher than those in control group（P〈0.01）. Satisfaction degrees of doctor-patient communication,responsibility and service attitude in experimental group were better than those of control group（X2=16.484,10.335,20.376,32.851,P〈0.01）. Conclusions SP combined with CBL teaching method can stimulate the students＇ interests in thoracic surgery practice,improve the doctor-patient relationship and strengthen the ability of human-istic concern. It is a better clinical thoracic practice teaching method and it is beneficial to cultivating medical students with humanistic concern. Key words: Standard patient; Case-based learning; Department of thoracic surgery; Hu-manistic quality cultivation