Elgheit Rehab E Abo, Nashat Nagwa
Departments of Physiology, Faculty of Medicine, Tanta University, El Geesh Street, Tanta, Egypt.
Departments of Physiology, Faculty of Physical Therapy, AlSalam University, Tanta, Egypt.
BMC Med Educ. 2025 Feb 13;25(1):234. doi: 10.1186/s12909-025-06725-7.
Case-based learning (CBL) is considered an effective teaching approach that provides medical students with a learning environment simulating future actual practice. So we aimed to implement CBL, as an additional component to traditional teaching methods (TTMs) in applied physiology for undergraduate physiotherapy students (UPS) and to evaluate its impact on students' perception and academic performance compared to TTMs alone.
CBL was implemented during the teaching of applied physiology throughout the neuroscience course in the 4th semester for UPS. Nine cases related to the topics taught were selected. The academic achievement was evaluated through the students' grades, and the students' perception and facilitators' feedback were explored through a structured, web-based perception questionnaire.
Of the 244 UPS students, 238 completed the survey following the CBL approach. A total of 97.5% reported a higher perception of the combined CBL with TTMs compared to the traditional approach, with a median overall perception score of 99.0. 93.3% of the enrolled students ensured that combined CBL with TTMs was better in all features in applied physiology education. Integrating CBL with TTMs was associated with improved academic performance. While the maximum grade remained consistent at 10 for both traditional physiology labs and combined CBL with TTMs, the minimum grade improved significantly from 2.0 in traditional lab teaching to 7.5 in combined CBL and TTMs. Median grades also increased from 8.5 to 10.0 when CBL was combined with TTMs, with better performance observed at both the 25th and 75th percentiles under the hybrid CBL and TTMs approach (10.0 vs. 7.0 and 10.0 vs. 9.5, respectively).
Incorporating CBL alongside TTMs provided a more engaging learning experience, with increased students' perception, and promoted their academic achievement. An enhanced teaching framework with the integration of CBL can be broadly implemented as a more interactive teaching tool not only in applied physiology but also in other health sciences to overcome the limitations of the TTMs and ensure better outcomes.
基于案例的学习（CBL）被认为是一种有效的教学方法，它为医学生提供了一个模拟未来实际临床实践的学习环境。因此，我们旨在将CBL作为本科物理治疗专业学生（UPS）应用生理学传统教学方法（TTMs）的补充，并评估其与单纯TTMs相比对学生认知和学业成绩的影响。
在第四学期神经科学课程的应用生理学教学过程中实施CBL。选择了9个与所教主题相关的案例。通过学生成绩评估学业成就，并通过基于网络的结构化认知问卷探索学生的认知和教师的反馈。
在244名UPS学生中，238名学生按照CBL方法完成了调查。与传统方法相比，共有97.5%的学生对CBL与TTMs相结合的方法有更高的认可度，总体认知得分中位数为99.0。93.3%的在册学生认为CBL与TTMs相结合在应用生理学教育的所有方面都更好。将CBL与TTMs相结合与学业成绩的提高相关。虽然传统生理学实验和CBL与TTMs相结合的最高成绩均保持在10分，但最低成绩从传统实验教学的2.0分显著提高到CBL与TTMs相结合的7.5分。当CBL与TTMs相结合时，中位数成绩也从8.5分提高到10.0分，在混合CBL与TTMs方法下，第25百分位数和第75百分位数的表现均更好（分别为10.0分对7.0分和10.0分对9.5分）。
将CBL与TTMs结合使用可提供更具吸引力的学习体验，提高学生的认可度，并促进他们的学业成就。将CBL整合到教学框架中，不仅在应用生理学中，而且在其他健康科学中，都可以广泛作为一种更具互动性的教学工具实施，以克服TTMs的局限性并确保更好的教学效果。
