Department of Nutrition and Food Hygiene, School of Public Health, Wenzhou Medical University, Wenzhou, Zhejiang, 325035, China.
BMC Med Educ. 2024 Nov 28;24(1):1390. doi: 10.1186/s12909-024-06372-4.
The current objective of preventive medicine reform is to guarantee that clinical medical students possess a comprehensive understanding of preventive medicine concepts, knowledge, and skills. Previously, case-based learning (CBL) was mostly employed to reform the clinical medicine curriculum, but there was a lack of reform in preventive medicine for clinical students in Sino-foreign joint training programs. The aim of this study was to investigate the impact of case-based learning in the Sino-foreign joint program of preventive medicine.
A total of 79 clinical medical students from the Sino-foreign joint program at Wenzhou Medical University were selected as participants to engage in 10 case-based learning sessions. The effectiveness of the instruction was assessed by analyzing the final exam scores and questionnaire responses, which encompassed instructor evaluation, self-assessment, and course learning effectiveness evaluation (CLEE).
In contrast to the traditional approach, which yielded a final score of 69.2, the case-based students achieved an average of 77.62. The results of instructor evaluation showed that students' academic performance, problem-solving capabilities, research cooperation and communication, and learning attitude all improved significantly following case-based learning (P < 0.05). The self-assessment scores for all five case discussion courses exceeded 75 points, suggesting that students believed their overall competence had increased significantly. The CLEE demonstrated that CBL had a positive impact on students' learning and was highly advantageous for students.
It is deserving of active promotion in medical education reform that case-based learning can enhance students' comprehensive quality and classroom participation. Further research is required to ascertain whether it can replace traditional teaching methods.
Not clinical trial.
当前预防医学改革的目标是确保临床医学专业学生全面掌握预防医学概念、知识和技能。以前,案例学习(CBL)主要用于改革临床医学课程,但在中外联合培训项目中,预防医学课程的改革相对较少。本研究旨在探讨案例学习对中外联合预防医学项目的影响。
选取温州医科大学中外联合项目的 79 名临床医学专业学生作为参与者,进行 10 次案例学习。通过分析期末考试成绩和问卷反馈,评估教学效果,问卷内容包括教师评价、自我评估和课程学习效果评价(CLEE)。
与传统教学方法相比,案例教学组的期末考试成绩平均为 77.62 分,高于传统教学组的 69.2 分。教师评价结果显示,学生的学业表现、解决问题的能力、研究合作与交流以及学习态度在案例学习后均有显著提高(P<0.05)。所有五门案例讨论课程的自我评估得分均超过 75 分,表明学生认为自己的综合能力有了显著提高。CLEE 表明 CBL 对学生的学习有积极影响,对学生非常有利。
案例学习可以提高学生的综合素质和课堂参与度,值得在医学教育改革中积极推广。还需要进一步研究以确定其是否可以替代传统教学方法。
非临床试验。