Gui Xinyu, Zhu Anjie, Song Guohong, Li Huiping
Key Laboratory of Carcinogenesis and Translational Research (Ministry of Education/Beijing), Department of Breast Oncology, Peking University Cancer Hospital and Institute, Beijing, China.
Biochem Mol Biol Educ. 2025 Mar-Apr;53(2):165-170. doi: 10.1002/bmb.21875. Epub 2024 Dec 19.
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.
基于案例的学习（CBL）是一种以学习者为中心的教育方法，在教师的启发式指导下，通过案例分析促进自主学习和探索。本研究旨在评估CBL与传统教学方法在住院医师晚期乳腺癌教育中的效果。在这项随机对照试验中，招募了40名在北京大学肿瘤医院乳腺肿瘤内科接受标准化培训的住院医师，并将他们平均分为CBL组和传统教学组。通过学习后的考试和问卷调查对他们的表现、自我评估和课程满意度进行评估。结果显示，CBL组的总体得分显著高于传统教学组（88.10±3.72 vs. 85.52±3.27，p = 0.025），在临床实践得分方面具有显著优势（44.54±2.25 vs. 41.83±2.26，p < 0.001）。然而，理论知识得分没有显著差异。此外，CBL组在临床推理（p = 0.018）、自主学习能力（p = 0.037）和解决问题的技能（p = 0.037）方面表现更优。CBL组的满意度水平（95%）高于传统组（85%），但差异无统计学意义。本研究表明，相对于传统教学方法，CBL方法在加强住院医师晚期乳腺癌教育方面具有优越性，支持CBL在医学肿瘤学教育中的更广泛应用。
