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This study explores the application effect of the case-based teaching method based on Xuexitong learning platform in the online teaching of Digestive System, and analyzes the learner's emotional experience, learning behavior, and learning effect in the case-based online teaching. The results of the study show that the case-based online teaching model based on Xuexitong learning platform improves students' online learning interest, and the students have good emotional experience, high learning enthusiasm, good classroom interaction, enhanced self-learning ability before and after class, and good learning effect. In addition, precise teaching can be used for individual students who are not enthusiastic about online learning.
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In order to improve the quality of medical English teaching, Xiamen Medical College has applied case-based teaching mode in medical English classes for nursing undergraduate students. In the practice of case-based teaching, it mainly uses case presentation, role-play, personal reflective stories sharing, or fast case analysis in classroom teaching, thus changing the traditional teaching mode of "teachers' teaching" to "students' speaking", which may improve students' situational English speaking, critical thinking, independent thinking and problem-solving, independent learning and communication ability.
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@#AIM: To explore the effect of the combination of standardized patient and CBL case-based teaching in clinical practice teaching for postgraduates majoring in ophthalmology.<p>METHODS: From July 2017 to July 2019, a total of 40 postgraduates majoring in ophthalmology from 2017, 2018, and 2019 of Nanchang University First Affiliated Hospital were selected as the research objects and randomly divided into two groups: the observation group and the control group, each with 20 people. The observation group used the SP+CBL case-based teaching mode, the control group used the traditional teaching mode(LBL). The teaching teachers of the same group of graduate students is the same, the teaching content are the same, the teaching period was 12mo, observe and compare the two groups of students' learning ability, theoretical knowledge and clinical skills operation assessment grades, and conduct statistical analysis on the evaluation of the teaching effect of the students. <p>RESULTS: There was no significant difference in the enrollment scores of the two groups of students. After teaching, students in the observation group had more advantages in learning enthusiasm, memory efficiency, clinical operation, and doctor-patient communication skills(<i>P</i><0.05), and they got higher theoretical knowledge and clinical skills operation assessment scores than those in the control group(87.95±6.78 points <i>vs</i> 78.95±6.28 points, 82.20±4.53 points <i>vs</i> 75.95±4.05 points, <i>P</i><0.05), and their evaluation of the SP+CBL case-based teaching model was significantly higher than that of the control group who implemented the LBL teaching model(<i>P</i><0.05).<p>CONCLUSION: The SP+CBL case-based teaching mode has significant advantages in clinical practice teaching for postgraduates majoring in ophthalmology, and is worthy of scientific popularization.
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Background: Prescription writing errors can lead to deficiencies in healthcare. Although prescription writing is a part of the medical students' curriculum with traditional methods, their prescribing skills are still poor due to inadequate training. To fulfil the need for new educational interventions this study aims to compare patient-based teaching with case-based teaching in improving prescription writing skills of second year MBBS students.Methods: This prospective comparative study was carried out after orientation of participants to prescription writing as per WHO prescribing guidelines (n=71). Group A (n=37) and group B (n=34) were given patient-based teaching and case-based teaching respectively of prescription writing for the same five common clinical conditions. The prescription writing skill was assessed by evaluating the prescriptions written by both the groups and scored by 19-point scoring system. Feedback from the group A students was also taken.Results: Statistical analysis of mean scores of group A (15.90) and group B (13.14) was done by Mann-Whitney U test (p<0.001). Comparison of both the groups for the individual parameters was done by Chi-square test which found significant difference in writing some important parameters like doctor’s registration no., contacts of prescriber, name of the medicine, strength of drug, dosage form, dosing instructions, total quantity of medicine and duration of medication etc. Group A students’ feedback brought out the fact that patient-based teaching is a good tool for teaching and learning.Conclusions: Patient-based teaching for prescription writing improves students’ prescription writing skills in an effective way in comparison with traditional case-based teaching.
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Medical assistance is an important part of China's foreign aid. At present, the literature about teaching and training of foreign medical assistance is not frequent to find. Cambodia is a friendly diplomatic country of China, and the Changzheng Hospital has undertaken medical assistance about 13 years. This paper summarized the medical training and teaching experience of Changzheng Hospital to Preah Ket Mealea Hospital of Cambodia, including Department of Anesthesiology, Neurosurgery, Cardiovascular Center, Radiology and so on in recent years, and found that teaching methods combining various teaching approaches, cooperating with multiple departments, teaching students in accordance with their aptitude, and having flexible time and space are more suitable for Cambodia. The experience of assisting Cambodia can be further used in other countries, and establish an improved teaching system which is suitable for their national conditions and educational systems according to different medical status of different countries.
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Medical assistance is an important part of China's foreign aid. At present, the literature about teaching and training of foreign medical assistance is not frequent to find. Cambodia is a friendly diplomatic country of China, and the Changzheng Hospital has undertaken medical assistance about 13 years. This paper summarized the medical training and teaching experience of Changzheng Hospital to Preah Ket Mealea Hospital of Cambodia , including Department of Anesthesiology , Neurosurgery , Cardiovascular Center, Radiology and so on in recent years, and found that teaching methods combining various teaching approaches, cooperating with multiple departments, teaching students in accordance with their aptitude, and having flexible time and space are more suitable for Cambodia. The experience of assisting Cambodia can be further used in other countries, and establish an improved teaching system which is suitable for their national conditions and educational systems according to different medical status of different countries.
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Objective To investigate the application effect of case-based teaching versus traditional teaching in the optional course of maternal and child nutrition for medical undergraduates.Methods The students who completed the course through the traditional teaching method in 2016 were enrolled as control group,and those who completed the course through the case-based teaching method in 2017 were enrolled as experimental group.In the process of teaching,the teachers in the experimental group needed to write cases,prepare lessons collectively,give guidance and inspiration,and summarize after class.During the learning process,the students in the experimental group needed to collect information before class and perform role play,group discussion,and intergroup communication about the case during class.After the course ended,a questionnaire for nutrition during pregnancy preparation,pregnancy,and lactation,breastfeeding,and complementary feeding was developed for assessment.With sex and grade as related factors,SPSS 18.0 was used for the chi-square test of two sample rates according to knowledge points,and the correct rate of each item was analyzed.Results A total of 107 valid questionnaires were collected from the control group,and 109 valid questionnaires were collected from the experimental group.For the questions on the knowledge of maternal and child nutrition,the experimental group had slightly higher correct rates than the control group (all P＞0.05).For the questions on the comprehension and practical application of the knowledge of maternal and child nutrition,the experimental group had significantly higher correct rates than the control group (all P＜0.05).Further stratified analysis based on sex and grade showed that the experimental group had higher correct rates than the control group.Conclusion Compared with traditional teaching,case-based teaching may not have advantages in enhancing students' memorizing ability,but it can make it easier for students to understand the theoretical knowledge of matemal and child nutrition and master the practical application of such knowledge.
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Objective To compare the effectiveness of implementation of multi-teaching model ( MT) and case based teaching ( CBT) in pediatric teaching among undergraduate medical students. Methods Eighty one trainee students were divided into CBT and MT groups. Scenario based teaching ( SBT) , sandwich teaching ( ST) and CBT were given to students of MT group. Results The self evaluation scores of " how much have you grasp before the class"by students after class in MT group were higher than those of CBT group[5.0(2.5,7,5) vs 4.0(3.0,5.0), Z=2.011,P＜0.05]. The scores of obstructive structured clinical examination after training of MT group were higher than those of CBT group[ 93.0(90.3,97.0) vs 83.25(78.3,86.4),Z=7.752,P＜0.001]. Conclusions MT is better than CBT in pediatric training among undergraduate medical students.
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The case-based teaching was inserted in the lecture-based teaching in clinical microbiol-ogy. The teachers conducted the case-based teaching through proper selection of cases, leading students to discuss and analyze cases. The students explored and reported from the cases independently. Finally, the teachers summarized and evaluated from the case-based teaching. The combination of case-based teaching and lecture-based study stimulated the students' interest in learning and motivation, consolidated their theoretical knowledge, cultivated their abilities of self-learning and clinical idea, and made the correlation between the theory and the clinical practice closely. These methods improved the teaching quality of clinical microbiology.
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We analyzed the current dilemma of infectious disease training considering the current status of infectious disease, especially the new diagnosis and treatment mode of liver disease. Since the tra-ditional teaching mode could not meet the current teaching needs, we introduced case-based teaching and thus combined typical case discussions with theoretical lectures. Standardized patients were recruited and trained for students' inquiry and physical examination and standardized assessments about their perfor-mance were conducted. The design and follow up process of clinic trials were introduced to students. Teaching resources of other departments and infectious disease specialist hospitals were integrated to make up for the shortage of special infectious diseases. Multiple teaching modes were combined to improve the quality of clinical training for infectious diseases.
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Objective: To establish an education program for resident pharmacists to improve clinical problem solving skills with pharmaceutical knowledge.Methods: A case-based education program for resident pharmacists with drug knowledge was established after a questionnaire survey in resident pharmacists and the discussion with clinical teachers.A teaching team was built and the resident pharmacists were divided into several study groups.After a pilot run, the program was operated in pharmacy department.The program was divided into 10 sections by drug indications, and each section was composed of basic drug knowledge lecture and case discussions, which mobilized the study initiative of resident pharmacists.At the half time, resident pharmacists and clinical teachers participated in a midterm survey by a questionnaire.Results: More than 95% resident pharmacists and teachers believed that basic drug knowledge lecture before case discussion was necessary, and compared with previous trainings, the program could further increase study interests of resident pharmacists and improve the clinical problem solving skills.However, 33.3% resident pharmacists and 60% teachers thought the cases were difficult, and 18.5% resident pharmacists and 10% teachers disagreed the cases were close to the actual work.Conclusion: The program is effective in drug knowledge training for resident pharmacists, which can improve pharmaceutical care for patients, while further modifications are still needed to satisfy the demands of resident pharamcists with different working years.
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Neuroanatomy knowledge is the key to improve the teaching quality of neurosurgery and anatomy teachers' participation in neurosurgery teaching can obviously improve teaching effect. Combined with case-based teaching, we enabled medical students to master the system knowledge from the basic to the clinical , cultivating their clinical thinking ability and the ability to solve clinical problems. Cooperation between clinical medicine teachers and basic medicine teachers can promote the update of knowledge, work out teaching plans together, and improve the quality of teaching.
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The combined teaching method of case-based learning and W2 H2 thinking-type learning was used in the comparative morphology experiment teaching.The teaching method can further strengthen the reform of the compar-ative morphology experiment teaching, and improve the quality of practice teaching.
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Objective To explore the effects of case method teaching in the medical postgraduate student of dermatology English teaching. Methods The experiment group was taught by case method teaching, and the control group was taught by traditional teaching model. The quantitative research and questionnaire investigation were used to evaluate the teaching methods. Results (1) There were significant differences in professional English test scores of Dermatology between the two groups;(2) The questionnaire investigation revealed that the case method teaching have achieved a higher evaluation from students in stimulating their enthusiasm of learning English,cultivating their ability of using language and improving capability of resolving clinical problem. Conclusion Case method teaching could help students cultivate the abilities to interpersonal communication and cooperation, raise the sense of innovation and innovation capacity,strengthen the relation between skills and theoretical knowledge, and improve the ability of self-management, learn cooperation and information literacy. But we should improve the case-based teaching and evaluation methods,in order to improve the teaching method of case teaching quality.
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Objective Application of Case-based teaching method (CTM) in the class of Experimental Animal Quality Control aims to break the traditional teacher-centered and textbookcentered teaching model,to invoke students' interest and creativity by integrating practice and theory,and to cultivate their capacity in identifying,analyzing and solving problems.Methods According to different requirements of teaching contents,students were organized to discuss practical cases about quality control of experimental animals through problem-centered learning style.Results Students' capacity was enhanced in terms of problem solving with acquired knowledge,and the ability to pursue new knowledge,the intriguing and vivid cases stimulated students' interest,activated classroom atmosphere,and helped improve teaching efficiency.Conclusion Experimental animal quality control is a complicated system; Case-based teaching method leads to higher efficacy of the course of Experimental Animal Quality Control.
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Case-based teaching (CBT) on the basis of treatment guidelines was carried out to develop standard medical behavior, improve learning efficiency and students' ability of solving clini-cal problems. In clinical internship teaching, guidelines for common and frequently-occurring respira-tory diseases and CBT were organically combined. Cases were carefully selected and questions were meticulously set. Guidelines were thoroughly analyzed and teaching was reasonably evaluated. There-fore, students' learning interests were initiated and learning efficiency was improved. It not only trained evidence-based medicine thinking of intern students, but also improved the teaching ability of clinical teachers.
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Positive and meaningful exploration was conducted by related teachers to improve the teaching quality of oral clinical pharmacology.Case based teaching method was applied in the teaching of adverse reactions and bilingual teaching was employed in the teaching of local anesthesia.Correlation and comparison of the key knowledge points were emphasized in the teaching process. Students′ interests were aroused and satisfactory results were achieved through implementing these measures.
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Case based teaching was applied in order to enhance the teaching efficacy and clinical safety for resident doctors in anesthesia training centers and to arouse their learning incentives and improve their clinical performance.Case based discussions on basic cardiopulmonary resuscitation and multiple traumas were conducted.Process consciousness was enhanced and theoretical knowledge analysis was combined with practical clinical skill training for residents in department of anesthesiology to improve the quality of training.
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ObjectiveTo mprove the tranditional case-based teaching method and initially using it in forensic psychiatry teaching, so as to provide some useful references to forensic psychiatry and other applied disciplines. MethodThe improved case-based teaching method was used in 2005 ～ 2006 forensic medcine classes in North Sichuan Medical College.ResultsThe scores of two classes using the improved case-based teaching method were significantly higher than the class which did not used it ( F＝72.38 ～ 85.17;P＜0.01 ).And students gave it higher rating.ConclusionUsing this method, the students' learning enthusiasm was stimulated,their professional knowledge and skills were comprehensive and deeply mastered by discussion and their ability to solve pratical problems was improved,which might be effective to enhancing the teaching of applied disciplines.
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Medical biochemistry is a very important basic curricular in medicine teaching.But its theory is abstract,so it is difficult for teachers to teach.On the other hand,the students feel it hard to learn too,because they don't know how these theories are applied.We have applied case-based teaching in medical biochemistry teaching.These methods effectively improve students' enthusiasm to study and to train their scientific thinking in preliminary.Following this way we have explored a new way to elevate teaching qualities and search new teaching model and to further reform present medical biochemistry teaching model.