Investigation of the Application of Case-based Learning in Digestive Diseases Module Teaching_West China Medical Journal

Authors：

 YIZhi-hui ¹ ,  ZUOChuan ² , DENGBei ² , YANGXin ² , JIANGYong-dong ² , WUJun-chao ¹ , WUHao ¹

1. Department of Gastroenterology;West China Hospital, Sichuan University, Chengdu, Sichuan 610041, P. R. China;
2. Internal Medicine Teaching Office;West China Hospital, Sichuan University, Chengdu, Sichuan 610041, P. R. China;

Corresponding author：

ZUOChuan, Email: zcsiren@163.com

Keywords：

Case-based learning; Teaching method; Digestive diseases; Medical education

DOI：

10.7507/1002-0179.20140715

Video：

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Objective To explore the teaching effects of case-based learning (CBL) as an educational strategy in digestive diseases module teaching. Methods Sixty-three oral and dental medical senior students were randomly divided into two groups during February to June 2012. Among them, 31 students were enrolled in the CBL group accepting CBL teaching method based on certain cases, while the other 32 students were designated into the control group receiving traditional teaching method. Their scores in practice skill examination, analytical ability of medical records, module test scores and behavior observation results were compared. Questionnaire survey was performed for students in the CBL group. Results There were no significant difference in scores of clinical practice skill examination and behavior observation results between the two groups (P>0.05). Students in the CBL group did significantly better in case analysis and module test scores (P<0.05). Questionnaire survey revealed that CBL method could significantly improve the learning interest, cultivate the ability to combine theory and practice, strengthen analytical skills and promote problem-solving abilities. The students were generally satisfied with the CBL teaching method. Conclusion CBL method has an obvious advantage in digestive diseases teaching.

Citation： YIZhi-hui, ZUOChuan, DENGBei, YANGXin, JIANGYong-dong, WUJun-chao, WUHao. Investigation of the Application of Case-based Learning in Digestive Diseases Module Teaching. West China Medical Journal, 2014, 29(12): 2364-2367. doi: 10.7507/1002-0179.20140715 Copy

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1. Ogur B, Hirsh D, Krupat E, et al. The Harvard Medical School-Cambridge integrated clerkship:an innovative model of clinical education[J]. Acad Med, 2007, 82(4):397-404.
2. Ciraj AM, Vinod P, Ramnarayan K. Enhancing active learning in microbiology through case based learning:experiences from an Indian medical school[J]. Indian J Pathol Microbiol, 2010, 53(4):729-733.
3. Stjernquist M. The case method:a new student-activating method in medical education[J]. Lakartidningen, 2001, 98(3):174-176.
4. 风笑天. 社会调查中的问卷设计[J]. 天津:天津人民出版社, 2002:45-46.
5. 张肇达, 周同甫. 全球医学教育最低基本要求[M]. 北京:高等教育出版社, 2002:1-8.
6. 万学红, 张肇达, 李甘地, 等. "全球医学教育最基本要求"的研究与在中国的实践[J]. 医学教育, 2005, 4(2):11-13.
7. 左川, 曾静, 卿平, 等. PBL融入诊断学实践教学初探[J]. 中国循证医学杂志, 2011, 11(9):1098-1102.
8. Struck Bd, Teasdale TA. Development and evaluation of a longitudinal Case Based Learning (CBL) experience for a geriatric medicine rotation[J]. Gerontol Geriatr Educ, 2008, 28(3):105-114.
9. Williams B. Case based learning:a review of the literature:is there scope for this educational paradigm in prehospital education?[J]. Emerg Med J, 2005, 22(8):577-581.
10. Jerome S, Bruner. The process of education, revised edition[M]. cambridge:harvard university press, 1960:13.
11. 万学红, 卿平. ICRAM远景预案对我国医学教育发展策略的几点启迪[J]. 中国循证医学杂志, 2005, 5(10):733-734.
12. 高文. 情境学习与情境认知[J]. 教育发展研究, 2001(8):30-35.
13. 陈继红, 孙洁, 陆丽蓉, 等. 案例教学法在临床医学教学中的组织与实施[J]. 中国高等医学教育, 2011(4):95-96, 118.
14. 董青生, 冯驰, 杨溢, 等. 以问题为导向教学法结合病例教学在临床生化检验实验教学中的初步应用[J]. 华西医学, 2013, 28(3):455-457.
15. 张梅霞. 案例教学法在临床医学教学中的应用研究[J]. 南方医学教育, 2008(4):23-24, 26.
16. 左川, 曾静, 卿平, 等. 互动参与式教学在诊断学教学中的应用[J]. 华西医学, 2012, 27(7):1091-1094.
17. 王朝霞. 案例分析法在低年资护士培训中的实践与体会[J]. 华西医学, 2012, 27(7):1102-1103.

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