Case-based Learning Teaching Research Articles

Evaluating the efficacy of sequential cross-sectional scanning and combined teaching methods for prenatal screening of fetal conotruncal anomalies.

This study aimed to explore the effectiveness of combining fetal heart sequential cross-sectional scanning with drawing methods, mind mapping, and case-based learning (CBL) for training in fetal conotruncal anomalies (CA) screening. An experimental control method was employed. Doctors participating in continuing fetal ultrasound education were randomly divided into two groups. Both groups received theoretical instruction on fetal heart embryology, development, and abnormal arterial trunk development. Group A received traditional teaching methods for both theory and skills, with the skills course focusing on routine fetal heart scanning. Group B received a mixed teaching approach incorporating pathological mind mapping, CBL teaching, and drawing methods for both theory and skills courses. Group B's skills training focused on the sequential cross-sectional scanning method. The effectiveness of the training was evaluated by analyzing the classroom learning results and conducting a questionnaire survey of both groups. Group B participants achieved significantly higher scores on both theoretical and skills assessments compared to Group A. The diagnostic accuracy of different diseases in group B was significantly higher than that in group A, except for AVSD and APW. The post-class questionnaire revealed that participants in Group B expressed greater satisfaction with the combined teaching approach. They perceived a significant improvement in their independent learning abilities, diagnostic skills for related diseases, clinical skills, and overall competence compared to the traditional teaching group. The post-training correlation analysis did not identify any association between working years and theoretical or technical performance after training. This study demonstrates that combining fetal heart sequential cross-sectional scanning with a variety of teaching methods, including drawing methods, mind mapping, and CBL, can enhance understanding of fetal trunk structure scanning and foster the development of clinical reasoning skills, ultimately leading to improved diagnostic accuracy in the identification and differential diagnosis of conotruncal anomalies.

Enhancing medical education with chatbots: a randomized controlled trial on standardized patients for colorectal cancer

IntroductionCombination of Standardized Patient (SP) and Case Based Learning (CBL) is a common method in medical education, but traditional SP (TSP) may not be conducive to students’ mastery of basic medical knowledge and the cultivation of clinical thinking. Therefore, it is necessary to innovate SP to optimize SP combined with CBL teaching method.ObjectiveThis study aims to explore the effectiveness of a chatbot utilizing standardized patients based on CBL (CSP-CBL) for colorectal cancer education.Methods61 medical students who have studied the theoretical knowledge of colorectal cancer were selected as the study objects and randomly divided into experimental group and control group. The experimental group used CSP-CBL, and the control group used traditional SP based on CBL (TSP-CBL). Before the intervention, basic knowledge test and clinical thinking ability assessment scale were used to investigate basic ability. After the intervention, we compared the effectiveness of two teaching methods in training colorectal cancer diagnosis and treatment skills through basic knowledge test, clinical thinking ability assessment scale, course experience questionnaire and client satisfaction questionnaire.ResultThe majority of participants were female (62.3%, 38/61), 67.2% (41/61) were in the top 60% of school grades, and only 13.1% (8/61) had a medical background. There were no significant differences between the two groups in terms of demographic and sociological characteristics. There was no difference in pre-test of basic knowledge scores between the two groups (P = 0.489), but the CSP-CBL group scored significantly higher at post-intervention compared to the TSP-CBL group (SMD = -0.629, P < 0.05, 95% CI = (-0.789,-0.468)) and the CSP-CBL group also scored significantly higher than their baseline scores (SMD = − 0.991, p < 0.05, 95% CI = (-1.241,-0.740)). In terms of clinical thinking skills, the CSP-CBL group significantly improved their total score from (79.6 ± 15.9) to (86.2 ± 17.3) after the intervention (SMD = − 0.398, p < 0.05, 95% CI = (-0.498,-0.297)), but there was no significant difference between the two groups.The CSP-CBL group had a significantly lower academic load and course stress than the TSP-CBL group (SMD = -0.941, p < 0.01, 95% CI = (-1.181,-0.701); SMD = -0.6, p < 0.05, 95% CI = (-0.753,-0.447)) and scored significantly higher on the evaluation of future knowledge value (SMD = 0.603, p < 0.05, 95% CI = (0.449,0.757)). There was no significant difference between the two groups in terms of overall satisfaction, but the CSP-CBL group was significantly more satisfied than the TSP-CBL group in terms of meeting learning needs (SMD = 0.532, P < 0.05, 95% CI=(0.396,0.668)). There was no significant difference between the two groups in willingness to reuse the learning model.ConclusionThe results show that CSP-CBL teaching can significantly improve the basic knowledge and clinical thinking of clinical medical students learning colorectal cancer, better meet the learning needs of students and reduce the learning burden appropriately.Trial registrationChiCTR2300072017 (registered on 31/05/2023).

Comparison of case-based learning and traditional teaching methods in advanced breast cancer education for oncology residents in the standardized training.

Case-based learning (CBL) is a learner-centric educational approach that fosters independent learning and exploration through case analysis, guided by teachers' heuristic instruction. The study aimed to evaluate the efficacy of CBL versus traditional teaching methods in advanced breast cancer education for residents. In this randomized controlled trial, 40 residents undergoing standardized training in the Department of Breast Oncology at Peking University Cancer Hospital were enrolled and were equally divided into CBL and traditional teaching groups. Their performance, self-assessment, and course satisfaction were evaluated through post-study examinations and questionnaires. Results showed that the CBL group achieved significantly higher overall scores than the traditional teaching group (88.10 ± 3.72 vs. 85.52 ± 3.27, p = 0.025), with a notable advantage in clinical practice scores (44.54 ± 2.25 vs. 41.83 ± 2.26, p < 0.001). However, theoretical knowledge scores did not differ significantly. Furthermore, the CBL group outperformed in clinical reasoning (p = 0.018), self-learning capabilities (p = 0.037), and problem-solving skills (p = 0.037). Satisfaction levels were higher in the CBL group (95%) compared to the traditional group (85%) without statistically significant difference. This study demonstrates the superiority of the CBL method in enhancing the education of residents in advanced breast cancer relative to traditional teaching approaches, supporting the broader application of CBL in medical oncology education.

The role of combined problem-based learning (PBL) and case-based learning (CBL) teaching methodologies in dental education.

Innovative methods of teaching such as problem-based learning (PBL) and case-based learning (CBL) have shown promising results in academic understanding and application and enable one to manage their patients in a better manner. The study aimed to analyze the role of a combination of PBL and CBL teaching methodologies in a dental teaching institute in India. This prospective, cross-sectional randomized study comprised 500 students divided into two study groups, each consisting of 250 participants. Students in group A were provided PBL, whereas students in group B were exposed to CBL, followed by which questionnaire was distributed. Responses received were analyzed statistically for significance set at below 0.05. In this study, statistical difference in learning methods was observed with organizational capacities, self-process of learning, finding solutions for clinical diagnosis, encouraging self-learning, and developing skills for critical thinking process while comparing the PBL or CBL methodologies. According to this study's findings, improvement in one's knowledge and clinical skills by a subject is much better when both of these techniques are combined.

The Application of Case-Based Learning (CBL) Combined with PDCA Cycle in the Clinical Teaching Practice of Breast Ultrasound in Standardized Residency Training

Background: The integration of case-based learning (CBL) with the plan-do-check-act (PDCA) cycle has potential benefits for clinical education, yet its efficacy in ultrasound residency training, particularly for breast ultrasound, requires evaluation. Aim: This study aimed to assess the impact of a combined CBL and PDCA cycle teaching model on the clinical thinking and skills of ultrasound residents compared to traditional teaching methods. Methods: A comparative study was conducted at Sichuan Provincial People’s Hospital’s ultrasound medicine base, from August 2020 to June 2023, focusing on residents in training. Sixty-one trainees were randomly divided into two groups: a joint group (n = 31) taught using a PDCA cycle-based model integrated with CBL and a traditional group (n = 30) taught with conventional methods. Both groups underwent a 20-hour course and were subsequently evaluated on theoretical knowledge, clinical thinking, and skills. Comparative statistical analysis was performed to evaluate the performance differences between the two groups. Results: The joint group demonstrated significantly better clinical thinking and skills operation than the traditional group (P &lt; 0.05). No significant difference was observed between the groups regarding theoretical knowledge (P &gt; 0.05). Conclusions: The combined CBL-PDCA cycle teaching mode significantly enhances the clinical thinking abilities and operational skills of residents in breast ultrasound training. This innovative approach shows promise as an effective educational strategy to foster intrinsic motivation and higher order learning capabilities among ultrasound residents.

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.

Application of the combined problem-based learning and case-based learning teaching in urinalysis course of diagnostics

Background Traditional lecture-based teaching is the most commonly used approach in Chinese medical curricula. Novel teaching methods that are more educationally effective and academically satisfactory are warranted. Problem-based Learning (PBL) and case-based learning (CBL) have been widely researched and utilized worldwide. This study aimed to evaluate the effectiveness and acceptability of combined PBL and CBL methods in second-year undergraduate students in the nephrology experiment module of the Medical Diagnostics course. Methods We enrolled 150 second-year clinical medicine students from the First Clinical College of Sun Yat-sen University. Participants were assigned to either the PBL or CBL combined group (92 students, two classes) or the traditional group (58 students, one class) for a Urine Analysis course. The learning effects were compared through a post-class quiz, and student evaluations and perceptions of PBL and CBL methods were gathered via an anonymous questionnaire. Results The combined PBL and CBL group outperformed the traditional lecture group, with significantly higher post-class quiz scores (P&lt;0.001). Regarding acceptance and perception, 67.4% found PBL-CBL to be more acceptable, 78.3% believed it stimulated critical thinking, 82.6% agreed that it enhanced practicaleth abilities, and 83.7% believed it led to better learning outcomes. Regarding open feedback, 51.1% appreciated its clinical connection, 34.8% recognized its effectiveness, 32.6% found it novel and interesting, and 30.4% noted positive learning encouragement. Conclusion The PBL-CBL binding mode is a feasible and effective teaching mode, which can help improve both medical teaching quality and academic satisfaction of students.

Teaching Reform of Clinical Medicine Gastroenterology Based on Case-Based Learning and Experiential Teaching Concepts

Objective: To explore the value of the application of case-based learning (CBL) and experiential teaching concepts in the teaching reform of clinical medicine gastroenterology. Methods: 70 clinical medicine students who interned in the Department of Gastroenterology of our hospital from May 2022 to April 2023 were selected and divided into the control group and the study group of 35 each using the mean score method. The CBL teaching model was adopted in the control group and the CBL combined with experiential teaching model was adopted in the study group. At the end of the internship, Mini-CEX (mini-clinical evaluation exercise) scores, medical record writing scores, and teaching satisfaction surveys were applied to assess the teaching effects of the two groups. Results: All scores in the Mini-CEX evaluation scale of the students in the study group were higher than those of the control group (P &lt; 0.05); the assessment scores of the students in the study group in the areas of chief complaint, history of other diseases, and psychiatric examination were significantly higher than those of the control group (P &lt; 0.05); and the teaching satisfaction of the students in the study group was higher (94.29%) than that of the control group (71.43%), and the difference was statistically significant (P &lt; 0.05). Conclusion: The teaching effect of clinical medicine gastroenterology based on CBL and experiential teaching concepts is good, which can effectively improve the theoretical and practical performance of interns and increase teaching satisfaction, and it is worth popularizing and applying in the practice of clinical teaching reform.

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 &lt; 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 virtual diagnosis and treatment combined with medical record teaching method in standardized training of general practitioner.

The aim of this study was to explore the effect of virtual diagnosis and treatment combined with the medical record teaching method in standardized training of general practitioners. Eighty students who had standardized general practice training, from March 2020 to March 2022, in the grassroots practice base of general practitioner training in the affiliated Hospital of our Medical College were retrospectively analyzed and divided into 2 groups according to the teaching method that they received. The differences in assessment scores, critical thinking, clinical thinking ability, learning autonomy ability, and classroom teaching effectiveness were compared, and the students' satisfaction with teaching was investigated. The scores of theoretical knowledge, skill operation, medical history collection, and case analysis in the study group were notably higher (P < .05). In the study group, scores in truth-seeking, openness to knowledge, analytical ability, systematic ability, self-confidence, curiosity, and cognitive maturity were significantly higher (P < .05). A notable improvement was observed in the study group's scores on systematic thinking ability and evidence-based thinking ability, as well as the scores on critical thinking ability after teaching (P < .05). The scores of learning interest, self-management, plan implementation, and cooperation ability improved notably after teaching (P < .05). Learning target, learning processes, learning effects, classroom environment construction, teaching strategy, and technology application in the study group were significantly higher than those in the control group (P < .05). The satisfaction rate in the study group was significantly higher than that in the control group (P < .05). Virtual diagnosis and treatment combined with case-based learning teaching has a very good effect in the standardized training of general practitioners. Students are generally satisfied with their learning experience, which can improve their critical thinking ability and clinical thinking skills. This teaching method is worth further popularizing.

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.

Application of problem based learning (PBL) and case based learning (CBL) in the teaching of international classification of diseases encoding

To study the application of PBL combined with CBL teaching mode in the teaching of international classification of diseases (ICD) encoding, so as to improve students' grasp of ICD encoding knowledge. From March 2020 to June 2020, 50 students majoring in health information management who were interns in a Grade A general hospital were selected as the research participants and randomly divided into experimental group and control group, 25 in each group. The experimental group and the control group adopted the PBL combined CBL teaching mode and the traditional teaching mode respectively to carry out the classification and coding teaching. The academic achievement of the two groups of students was evaluated by means of achievement assessment and questionnaire survey based on information processing theory. The scores of theoretical knowledge in the experimental group and the control group were 79.78 ± 8.55 and 70.92 ± 10.81, respectively, and the scores of skill operation in the two groups were 79.76 ± 8.28 and 70.00 ± 10.41, respectively. The test scores of the experimental group were higher than those of the control group, and the difference was statistically significant (P < 0.05). The scores of knowledge acquisition ability of experimental group and control group were 16.72 ± 1.79 and 16.60 ± 2.36, the scores of knowledge sharing ability were 24.20 ± 2.61 and 21.00 ± 2.65, the scores of knowledge storage ability were 20.80 ± 2.47 and 17.24 ± 4.90, respectively. The scores of knowledge application ability were 14.00 ± 1.80 and 11.00 ± 2.69, the scores of knowledge innovation ability were 20.16 ± 2.34 and 18.08 ± 3.70, and the total scores were 95.88 ± 6.08 and 83.92 ± 11.30, respectively. The scores of all questionnaires in the experimental group were higher than those in the control group. The scores of knowledge sharing ability, knowledge storage ability, knowledge application ability, knowledge innovation ability and total score between the two groups were higher than those of the control group, and the differences were statistically significant (P < 0.05). PBL combined with CBL teaching model has good academic achievement in ICD encoding teaching, which can significantly improve academic performance and learning ability, and is worthy of promotion.

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&lt;0.05) Conclusion: Problem-Based Learning and Case-Based Learning clinical teaching methods are effective and have value for promotion.

A qualitative systematic review and enlightenment of teaching models and evaluation in the general education of epidemiology in China and abroad

Objective: This study aims to systematically sort out the effectiveness evaluation of the general education teaching models in epidemiology at home and abroad and provide a reference for the development and reform of epidemiology education. Methods: A systematic search of English databases such as PubMed, Embase, and Web of Science and Chinese databases such as CNKI, Sinomed, Wanfang, etc., were used to screen out the literature on different general teaching models of education in epidemiology. Each literature's teaching effect will be summarized and evaluated to conduct a systematic qualitative review in the narrative integration method, Results: A total of 45 articles (28 in Chinese and 17 in English) were included in this study, involving 14 teaching models, including mixed teaching models, PBL (problem-based learning), project designing models, and CBL (case-based learning) and other teaching models. Except for some teaching models such as project design, network platform, and flipped classroom model, the teaching effect of other innovative models is better than that of the traditional model. The distribution of teaching models was different in Chinese and foreign literature. Foreign teaching models were diverse, mainly concentrated in mixed teaching models and software/network platform learning. Domestic teaching models were relatively fixed. The mixed teaching model and PBL model were the most widely used in China, and there were fewer comparative studies between different teaching models than in foreign countries. Conclusion: General education in epidemiology is still in the early exploration stage. Compared with the traditional lecture model, the effect of various innovative teaching models has been improved. According to teaching objectives and student characteristics, we encourage extensive use of different teaching strategies, combining theoretical knowledge with practical applications and integrating epidemiological knowledge with inter-professional knowledge. Thus, students who can apply what they learn are becoming interdisciplinary talents our society needs.

Effectiveness of case-based learning in Chinese dental education: a systematic review and meta-analysis

ObjectiveThe application of case-based learning (CBL) pedagogy has been emerging as an improved and more practical learning method across the Chinese dental education system. This article provides a critical overview...

Classroom Resource Optimization of the English Four-Step Model Based on Deep Learning

The existing LBL (lecture-based learning) and CBL (case-based learning) teaching modes of English majors in colleges and universities do not contribute to cultivating students’ inquisitive thinking and independent learning ability, whereas the problem-centered PBL (problem-based learning) teaching mode can precisely make up for these shortcomings. This study firstly constructed a PBL “four-step” teaching mode and then realized the innovative application of PBL teaching model in the teaching of English majors in new universities. Then, we designed a method of English classroom resource optimization based on IMOCS-BP neural network, and then, the classroom resource optimization reconstructs the teaching process with unique connotation essence. The experiments show that the BL “four-step” teaching model is designed to achieve the four key elements of “flexible English learning environment, transformed learning the culture, customized content and professional educators”; the designed neural network has optimized the English classroom resources.

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&gt;0.05). After training, the scores of theory test and skill operation in both groups were significantly higher than those before training (P&lt;0.001), and the scores in the study group were significantly higher than those in the reference group (P&lt;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&lt;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&lt;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&lt;0.05). After training, the humanistic care abilityscores of both groups were significantly higher than those before training (P&lt;0.001), and the score in the study group was significantly higher than that in the reference group (P&lt;0.001).The total recognition of the study group was significantly higher than that of the reference group (P&lt;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.

DEVELOPMENT OF TEACHING MATERIALS BASED ON CASE-BASED LEARNING ON STATISTICS

This research is motivated by the limited use of mathematics teaching materials in schools. This research aims to develop teaching materials based on Case-Based Learning on Junior High School statistics in Grade VIII. This teaching material has systematically arranged using Case-Based Learning steps. The Teaching Materials were developed to consist of 3 learning activities: 1) Data Analysis, 2) Mean, Median, Mode, and 3) Range and Quartile. The research method used is the research and development method with the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) development model. Teaching materials go through the validation and limited trial stage on five aspects: content feasibility, language, presentation, graphics, and Case-Based Learning. The results showed that the teaching materials developed have Very Valid criteria based on the Validator's assessment. It is getting a V Aiken coefficient of 0.8890, while the students' responses resulted in 82.33% on very feasible criteria. So we can conclude that the Case-Based Learning teaching materials on Statistics material are suitable to be used as a support for learning mathematics in schools.