George Tarun, Carey Ronald A B, Abraham O C, Sebastian Tunny, Faith Minnie F
Department of Medicine and Medical Education, Christian Medical College, Vellore, Tamil Nadu, India.
J Family Med Prim Care. 2020 Feb 28;9(2):580-584. doi: 10.4103/jfmpc.jfmpc_1093_19. eCollection 2020 Feb.
Sustaining interest and promoting deep learning is a challenge in any teaching method. The purpose of the study is to find the perception of trainee doctors in Internal Medicine and teaching faculty on the usefulness of case-based learning (CBL) and to compare assessment knowledge outcome with didactic seminars.
We developed and conducted a CBL teaching program on eight topics in infectious diseases. First group had CBL and second group had didactic seminars. In step 1, a clinical case was introduced in stages. Learning objectives were formulated and topics were divided among the trainees. At step 2, trainees shared what they had learnt from self-directed learning. Faculty summarized the case and learning points. In the seminar group, trainees made presentations on the given topics. Trainees who had CBL underwent a questionnaire survey. Multiple choice questions-based test was administered for both the groups.
The trainee doctors and staff overwhelmingly found CBL to be more interesting, stimulating, and useful compared to didactic seminars. There was no statistical difference in the test scores.
CBL is a useful and interesting method of learning and should be employed more often in teaching for trainee doctors.
在任何教学方法中，保持学生的兴趣并促进深度学习都是一项挑战。本研究的目的是了解内科实习医生和教师对基于案例学习（CBL）有用性的看法，并将评估知识成果与传统讲座式研讨会进行比较。
我们针对传染病的八个主题开发并实施了一个基于案例学习的教学项目。第一组采用基于案例学习，第二组采用传统讲座式研讨会。在第一步中，分阶段引入一个临床案例。制定学习目标并将主题分配给学员。在第二步中，学员分享他们从自主学习中学到的内容。教师总结案例和学习要点。在研讨会组中，学员就给定主题进行展示。参与基于案例学习的学员接受了问卷调查。两组都进行了基于多项选择题的测试。
与传统讲座式研讨会相比，实习医生和工作人员绝大多数认为基于案例学习更有趣、更具启发性且更有用。测试成绩没有统计学差异。
基于案例学习是一种有用且有趣的学习方法，应更频繁地用于实习医生的教学中。
