Ma Wenyue, Gao Hongjie, Liu Xiaoya, Chang Mengmeng, Jia Changlin, Sun Fengyin
Department of Pediatric Surgery, Qilu Hospital of Shandong University, Jinan, China.
Department of Pediatrics, Qilu Hospital, Cheeloo College of Medicine, Shandong University, Jinan, China.
Front Pediatr. 2022 Nov 4;10:948853. doi: 10.3389/fped.2022.948853. eCollection 2022.
This study aims to identify whether the specialty-oriented case-based learning (CBL) pedagogy contributes to the teaching of basic theory and practical operation in undergraduate clinical teaching in pediatric surgery, and to assess the satisfaction of undergraduates.
A total of 72 undergraduates in Grade 2016 who interned at Qilu Hospital of Shandong University were enrolled in this study. All these undergraduates voluntarily participated in this experimental study. They were randomly divided into the experimental group (the CBL group, = 36) and the control group [the traditional lecture-based learning (LBL) group, = 36] with the assistance of random number tables. In the control group, a traditional pedagogy was adopted and the knowledge in the textbook was explained according to the syllabus. In the experimental group, a specialty-oriented CBL pedagogy was adopted under the guidance of clinical instructors. After the teaching, a comparison was drawn between both groups in respect of the theoretical exam and practical exam scores. In addition, the teaching results were evaluated by a questionnaire survey.
The average theoretical exam scores and comprehensive scores of undergraduates in the CBL group were higher than those in the LBL group ( < 0.05). There was no significant difference in the practical exam scores between the CBL group and the LBL group ( > 0.05). However, those undergraduates in the CBL group attained higher scores in doctor-patient communication and perioperative diagnosis and treatment ( < 0.05). According to the questionnaire survey, the undergraduates in the CBL group had higher satisfaction than those in the LBL group. Besides, this specialty-oriented CBL pedagogy had higher performance in improving their ability to solve problems independently and cultivating and expanding their knowledge compared with the traditional pedagogy. Meanwhile, this specialty-oriented CBL pedagogy can cultivate the critical thinking of undergraduates, which could increase their learning efficiency and improve their interest in learning.
This specialty-oriented CBL pedagogy could improve the mastery of professional knowledge, course satisfaction, doctor-patient communication ability in clinical practice, and perioperative diagnosis and treatment ability of these undergraduates. Therefore, it is worthwhile to recommend and popularize this pedagogy in undergraduate clinical teaching in pediatric surgery.
本研究旨在确定以专业为导向的案例式学习（CBL）教学法是否有助于小儿外科本科临床教学中的基础理论和实践操作教学，并评估本科生的满意度。
选取山东大学齐鲁医院实习的2016级本科生72名，所有学生均自愿参与本实验研究。借助随机数字表将他们随机分为实验组（CBL组，n = 36）和对照组[传统讲授式学习（LBL）组，n = 36]。对照组采用传统教学法，按照教学大纲讲解教材中的知识。实验组在临床带教老师的指导下采用以专业为导向的CBL教学法。教学结束后，比较两组的理论考试成绩和实践考试成绩。此外，通过问卷调查对教学效果进行评估。
CBL组本科生的平均理论考试成绩和综合成绩高于LBL组（P < 0.05）。CBL组与LBL组的实践考试成绩差异无统计学意义（P > 0.05）。然而，CBL组的本科生在医患沟通和围手术期诊断与治疗方面得分更高（P < 0.05）。根据问卷调查，CBL组的本科生满意度高于LBL组。此外，与传统教学法相比，这种以专业为导向的CBL教学法在提高学生独立解决问题的能力、培养和拓展知识方面表现更优。同时，这种以专业为导向的CBL教学法能够培养本科生的批判性思维，提高他们的学习效率和学习兴趣。
这种以专业为导向的CBL教学法可以提高这些本科生的专业知识掌握程度、课程满意度、临床实践中的医患沟通能力以及围手术期诊断与治疗能力。因此，在小儿外科本科临床教学中推荐和推广这种教学法是值得的。
