Cazzaniga Juliana, Shatanof Matthew, Athauda Gagani, Fortun Jenny, Castellano Amilcar, Lozano Juan, Toonkel Rebecca
Medicine, Florida International University, Herbert Wertheim College of Medicine, Miami, USA.
Research, Florida International University, Herbert Wertheim College of Medicine, Miami, USA.
Cureus. 2024 Jun 25;16(6):e63100. doi: 10.7759/cureus.63100. eCollection 2024 Jun.
Introduction and objective Interstitial lung disease (ILD) is a subject with which preclinical medical students often struggle. Because case-based learning (CBL) engages students in discussions centered around complex clinical scenarios, it may be effective for teaching ILD to preclinical medical students by fostering the development of critical thinking and clinical reasoning skills. Methods Lecture-based learning on ILD in the second-year Respiratory System course was replaced with a large group CBL session. Students worked in a large group team-based CBL (TB-CBL) to answer questions about the etiology, presentation, diagnostic radiology images, pathophysiology, and management of various ILDs. Performance on ILD-related final exam questions from Cohort A (Class of 2023, lecture) was compared with Cohort B (Class of 2025, TB-CBL). Student satisfaction was assessed through an anonymous end-of-course survey (5-point Likert). Results Mean performance on ILD-related final exam questions was 85.4 (SD: 16.5) for Cohort B (TB-CBL) vs. 80.0 (SD: 17.6) for Cohort A (lecture). Mean overall satisfaction was 3.31 (SD: 1.37), with 87.6%, 88.4%, and 87.6% agreeing or strongly agreeing with the statements "The session was well organized," "The session contributed to my learning," and "The session was a valuable use of my time," respectively. Conclusion Students participating in TB-CBL scored higher on ILD-related final exam questions compared with those who received lecture-based learning of the same material. Student satisfaction was acceptable but lower than expected. This TB-CBL session may be adapted at other institutions aiming to utilize active learning methods to teach the principles of diagnosis and management of ILD to preclinical medical students.
引言与目的 间质性肺疾病（ILD）是临床前医学生常常感到困难的一个主题。由于基于案例的学习（CBL）能让学生参与围绕复杂临床情景展开的讨论，通过培养批判性思维和临床推理技能，它可能对向临床前医学生教授ILD有效。方法 在第二年的呼吸系统课程中，将关于ILD的基于讲座的学习替换为一次大型小组CBL课程。学生以大型小组团队式CBL（TB-CBL）的形式工作，回答有关各种ILD的病因、表现、诊断放射影像、病理生理学和管理方面的问题。将A组（2023级，讲座教学）和B组（2025级，TB-CBL教学）在ILD相关期末考试问题上的表现进行比较。通过匿名的课程结束调查（5分李克特量表）评估学生满意度。结果 B组（TB-CBL）在ILD相关期末考试问题上的平均成绩为85.4（标准差：16.5），而A组（讲座教学）为80.0（标准差：17.6）。总体平均满意度为3.31（标准差：1.37），分别有87.6%、88.4%和87.6%的学生同意或强烈同意“课程组织良好”、“课程有助于我的学习”以及“课程是对我时间的有效利用”这些陈述。结论 与接受相同内容讲座式学习的学生相比，参与TB-CBL的学生在ILD相关期末考试问题上得分更高。学生满意度尚可但低于预期。这个TB-CBL课程可在其他旨在利用主动学习方法向临床前医学生教授ILD诊断和管理原则的机构进行调整应用。
