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：

Export PDF Favorites Scan Get Citation

Abstract Full text Figures/Tables Video References Cited by

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

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.	風笑天. 社會調查中的問卷設計[J]. 天津:天津人民出版社, 2002:45-46.
5.	張肇達, 周同甫. 全球醫學教育最低基本要求[M]. 北京:高等教育出版社, 2002:1-8.
6.	萬學紅, 張肇達, 李甘地, 等. "全球醫學教育最基本要求"的研究與在中國的實踐[J]. 醫學教育, 2005, 4(2):11-13.
7.	左川, 曾靜, 卿平, 等. PBL融入診斷學實踐教學初探[J]. 中國循證醫學雜志, 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.	萬學紅, 卿平. ICRAM遠景預案對我國醫學教育發展策略的幾點啟迪[J]. 中國循證醫學雜志, 2005, 5(10):733-734.
12.	高文. 情境學習與情境認知[J]. 教育發展研究, 2001(8):30-35.
13.	陳繼紅, 孫潔, 陸麗蓉, 等. 案例教學法在臨床醫學教學中的組織與實施[J]. 中國高等醫學教育, 2011(4):95-96, 118.
14.	董青生, 馮馳, 楊溢, 等. 以問題為導向教學法結合病例教學在臨床生化檢驗實驗教學中的初步應用[J]. 華西醫學, 2013, 28(3):455-457.
15.	張梅霞. 案例教學法在臨床醫學教學中的應用研究[J]. 南方醫學教育, 2008(4):23-24, 26.
16.	左川, 曾靜, 卿平, 等. 互動參與式教學在診斷學教學中的應用[J]. 華西醫學, 2012, 27(7):1091-1094.
17.	王朝霞. 案例分析法在低年資護士培訓中的實踐與體會[J]. 華西醫學, 2012, 27(7):1102-1103.

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. 風笑天. 社會調查中的問卷設計[J]. 天津:天津人民出版社, 2002:45-46.
5. 張肇達, 周同甫. 全球醫學教育最低基本要求[M]. 北京:高等教育出版社, 2002:1-8.
6. 萬學紅, 張肇達, 李甘地, 等. "全球醫學教育最基本要求"的研究與在中國的實踐[J]. 醫學教育, 2005, 4(2):11-13.
7. 左川, 曾靜, 卿平, 等. PBL融入診斷學實踐教學初探[J]. 中國循證醫學雜志, 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. 萬學紅, 卿平. ICRAM遠景預案對我國醫學教育發展策略的幾點啟迪[J]. 中國循證醫學雜志, 2005, 5(10):733-734.
12. 高文. 情境學習與情境認知[J]. 教育發展研究, 2001(8):30-35.
13. 陳繼紅, 孫潔, 陸麗蓉, 等. 案例教學法在臨床醫學教學中的組織與實施[J]. 中國高等醫學教育, 2011(4):95-96, 118.
14. 董青生, 馮馳, 楊溢, 等. 以問題為導向教學法結合病例教學在臨床生化檢驗實驗教學中的初步應用[J]. 華西醫學, 2013, 28(3):455-457.
15. 張梅霞. 案例教學法在臨床醫學教學中的應用研究[J]. 南方醫學教育, 2008(4):23-24, 26.
16. 左川, 曾靜, 卿平, 等. 互動參與式教學在診斷學教學中的應用[J]. 華西醫學, 2012, 27(7):1091-1094.
17. 王朝霞. 案例分析法在低年資護士培訓中的實踐與體會[J]. 華西醫學, 2012, 27(7):1102-1103.

Previous Article
Operation and Management of New Neurology Wards in New Cooperative Hospital
Next Article
Exploration and Reflection on the Practice of Standardized Resident Training

West China Medical Journal

Investigation of the Application of Case-based Learning in Digestive Diseases Module Teaching

Abstract Full text Figures/Tables Video References Cited by

Previous Article

Next Article

Format

Content