Preliminary Exploration on the Application of Case-Based Learning in Abdominal Physical Examination in Diagnostics_Chinese Journal of Evidence-Based Medicine

Authors：

ZUO Chuan , ZENG Jing , QING Ping , YAN Jin , QIU Hongyu ,  WANG Yiping

West China Hospital, Sichuan University, Chengdu 610041, China;

Corresponding author：

WANG Yiping, Email: 18980601182@163.com

Keywords：

Case-based learning; Teaching method; Diagnostics; Abdominal physical examination; Medical education

DOI：

10.7507/1672-2531.20120223

Video：

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Abstract Full text Figures/Tables Video References Cited by

Objective 　To explore teaching effects of case-based learning (CBL) in abdominal physical examination in diagnostics.
Methods 　Among 83 undergraduates in grade 2007 and in major of 8-year clinical medicine were randomly divided into two groups. Under the same conditions, 41 in the CBL group were taught with CBL method, while the other 42 in the control group were taught with traditional teaching method. Their scores in standard patient (SP) practice assessment of abdominal physical examination, examination of abnormal abdominal signs, ability to analyze and write medical records, and right answers to abdominal examination in final exam were compared. Meanwhile, questionnaire surveys were distributed to them after class.
Results 　There was no significant difference between the two groups in the scores of SP practice assessment or medical record writing and analyzing, but the CBL group was obviously superior to the control group in the tests of abnormal abdominal signs and the right answers to abdominal examination in final exam (P lt;0.05). The questionnaire surveys revealed that the CBL group obviously scored higher in the following 3 items: increase the learning interest and commitment, strengthen the ability to analyze and solve problems, and improve the ability to combine theory and practice (P lt;0.05).
Conclusion 　CBL method has an obvious advantage to improve the teaching quality in abdominal physical examination in diagnostics.

Citation： ZUO Chuan,ZENG Jing,QING Ping,YAN Jin,QIU Hongyu,WANG Yiping. Preliminary Exploration on the Application of Case-Based Learning in Abdominal Physical Examination in Diagnostics. Chinese Journal of Evidence-Based Medicine, 2012, 12(12): 1426-1431. doi: 10.7507/1672-2531.20120223 Copy

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9.	Hansen WF, Ferguson KJ, Sipe CS, et al. Attitudes of faculty and students toward case-based learning in the third-year obstetrics and gynecology clerkship. Am J Obstet Gynecol, 2005, 192(2): 644-647.
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13.	高文. 情境学习与情境认知. 教育发展研究, 2001, 8: 30-35.
14.	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. 中国高等医学教育, 2011, 4: 95-118.
15.	李秋月. 浅议案例法教学. 辽宁教育研究, 2002, (2): 41-80.
16.	张梅霞. 案例教学法在临床医学教学中的应用研究. 临床教学与管理, 2008, 4: 23-26.
17.	牟一坤, 林曲, 赖菁, 等. 诊断学实习课中加强案例教学的研究. 中华医学教育杂志, 2006, 26(2): 54-55.

1. Ogur B, Hirsh D, Krupat E, et al. The Harvard Medical School-Cambridge integrated clerkship: an innovative model of clinical education. 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. Indian J Pathol Microbiol, 2010, 53(4): 729-733.
3. Stjernquist M. The case method-a new student-activating method in medical education. Lakartidningen, 2001, 98(3): 174-176.
4. 张肇达, 周同甫. 全球医学教育最低基本要求. 北京: 高等教育出版社, 2002. 5: 1-8.
5. 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. 医学教育, 2005, 4(2): 11-13.
6. 左川, 曾静, 卿平, 等. PBL融入诊断学实践教学初探. 中国循证医学杂志, 2011, 11(9): 1098-1102.
7. Struck BD, Teasdale TA. Development and evaluation of a longitudinal Case Based Learning (CBL) experience for a geriatric medicine rotation. Gerontol Geriatr Educ, 2008, 28(3): 105-114.
8. Williams B. Case based learning–a review of the literature: is there scope for this educationalparadigm in prehospital education? Emerg Med J, 2005, 22(8): 577-581.
9. Hansen WF, Ferguson KJ, Sipe CS, et al. Attitudes of faculty and students toward case-based learning in the third-year obstetrics and gynecology clerkship. Am J Obstet Gynecol, 2005, 192(2): 644-647.
10. Thistlethwaite JE, Davies D, Ekeocha S, et al. The effectiveness of case-based learning in health professional education. A BEME systematic review: BEME Guide No. 23. Med Teach, 2012, 34(6): e421-444.
11. Bruner JS. The Process of Education, Revised Edition. U.S. Harvard University Press, 1960. 13.
12. 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. 中国循证医学杂志, 2005, 5(10): 733-734.
13. 高文. 情境学习与情境认知. 教育发展研究, 2001, 8: 30-35.
14. 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. 中国高等医学教育, 2011, 4: 95-118.
15. 李秋月. 浅议案例法教学. 辽宁教育研究, 2002, (2): 41-80.
16. 张梅霞. 案例教学法在临床医学教学中的应用研究. 临床教学与管理, 2008, 4: 23-26.
17. 牟一坤, 林曲, 赖菁, 等. 诊断学实习课中加强案例教学的研究. 中华医学教育杂志, 2006, 26(2): 54-55.

Chinese Journal of Evidence-Based Medicine

Preliminary Exploration on the Application of Case-Based Learning in Abdominal Physical Examination in Diagnostics

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