Objective To explore the effect of case-based learning (CBL) combined with KWL method in clinical internship teaching of endocrinology and metabolism. Methods The experimental control method was used. From June 2021 to June 2022, a cluster sampling method was adopted to select 80 five-year clinical medicine students enrolled from 2016 to 2017 who interned in Xijing Hospital of Air Force Military Medical University as research participants, and they were divided into experimental group and control group by random number table, with 40 people in each group. The experimental group used CBL and KWL method for internship teaching, whereas the control group used traditional teaching methods. The learning effect was evaluated by simulated clinical practitioner theory and practical skill examination and questionnaire survey, t-test was used to analyze the relevant data. Results The scores of experimental group students in theoretical knowledge test (95.22±2.84 vs. 85.58±2.96) and practical skill test (94.28±2.64 vs. 83.19±2.39) were higher than those in the control group, and the differences were statistically significant (all P <0.001). The results of the questionnaire showed that the students in the experimental group reported improvement in their learning interest (9.51±0.05 vs. 6.83±0.96), learning ability (9.47±0.54 vs. 6.18±0.37), logical thinking ability (9.62±0.14 vs. 6.51±0.25), problem solving ability (9.23±1.65 vs. 6.55±3.46), teacher-student communication (9.72±0.09 vs.7.41±1.98) and doctor-patient communication (9.38±1.67 vs. 6.72±2.87) in comparision with the control group, and the differences were statistically significant (all P<0.001). Conclusions The application of CBL teaching method combined with KWL method in clinical internship teaching of endocrinology and metabolism can help improve students' theoretical knowledge and practical skills test scores, effectively improve students' learning interest and clinical logical thinking ability, promote teacher-student communication and improve the effect of doctor-patient communication.
Liu Xiangyang
,
Zhou Jie
,
Shi Min
,
Zhou Yingni
,
Liu Tao
,
Li Xiaomiao
. Application of case-based learning combined with KWL method for clinical internship teaching in endocrinology and metabolism department[J]. Chinese Journal of Medical Education, 2023
, 43(9)
: 675
-678
.
DOI: 10.3760/cma.j.cn115259-20230130-00071
[1] 王玮, 吴浩, 齐心, 等. 基于置信职业行为的八年制临床医学专业学生临床实习阶段胜任力评价的探索[J].中华医学教育杂志,2022,42(8):757-760. DOI: 10.3760/cma.j.cn115259-20220209-00142.
[2] 郭颖, 青永红, 任萌, 等. PDCA循环结合体验式学习在内分泌临床实习教学中的应用[J].中华医学教育杂志,2022,42(3):258-262. DOI: 10.3760/cma.j.cn115259-20210623-00802.
[3] McLean SF. Case-based learning and its application in medical and health-care fields: a review of worldwide literature [J].J Med Educ Curric Dev,2016,3:JMECD.S20377. DOI: 10.4137/JMECD.S20377.
[4] Marchand-Martella N, Wasta S, Martella RC. Applying the K-W-L reading strategy in health education[J].J Sch Health,1996,66(4):153-154. DOI: 10.1111/j.1746-1561.1996.tb08238.x.
[5] 李慧琪, 岑晴, 姜俊玲, 等. PBL、CBL、TBL联合法在内分泌教学中的应用[J].中国继续医学教育,2018,10(8):41-43. DOI: 10.3969/j.issn.1674-9308.2018.08.020.
[6] 王天慈, 刘运霞, 陆丹华, 等. CBL联合TBL教学方法对护理学专业学生批判性思维及自主学习能力培养的探讨[J].中华医学教育杂志,2019,39(11):822-826. DOI: 10.3760/cma.j.issn.1673-677X.2019.11.005.
[7] Bailey LA. Adaptation of know, want to know, and learned chart for problem-based learning[J].J Nurs Educ,2017,56(8):506-508. DOI: 10.3928/01484834-20170712-11.
[8] Raines DA. Using a K-W-L chart to bridge the theory-practice gap[J].Nurs Educ Perspect,2018,39(3):182-183. DOI: 10.1097/01.NEP.0000000000000256.
[9] 梅文瀚, 周晓明. 在线教学模式在内分泌系统整合课程中的应用与效果评价[J].中华医学教育杂志,2023,43(5):366-370. DOI: 10.3760/cma.j.cn115259-20220831-01096.
