Objective To investigate the teaching effects of teachers' role active conversion according different teaching methods: case-based learning (CBL) combined with lecture-based learning (LBL) in respiratory medicine pre-clinical practice of different specialties.Methods CBL combined with LBL was applied to respiratory medicine pre-clinical practice teaching from department of preventive medicine and department of clinical medicine, and the teaching effects was compared with that of LBL.Results Although no significant differences were noted in basic knowledge of pneumonia and COPD (both P＞0.05), the expanding theoretical achievements of CBL combined with LBL, as well as students' performances of after-department phase examination emphasizing on clinical practice abilities, were significantly better than that of LBL. In the expanding theoretical achievements, the experimental group of preventive medical students was better than the control group(Z=3.33, P<0.01), the experimental group of clinical medicine students was better than the control group(Z=3.24, P<0.01). In the clinical practice abilities, the experimental group of preventive medical students was better than the control group(Z=2.11, P<0.05), the experimental group of clinical medicine students was better than the control group(Z=2.22, P<0.05). Some parameters including the enthusiasm, initiative and collaboration of students in a questionnaire survey can be improved by using teaching methods of CBL combined with LBL.Conclusions Teachers' role active conversion according different teaching methods such as CBL combined with LBL has an obvious advantage in the different specialties pre-clinical practice teaching of respiratory medicine and may improve the teaching quality.
Li Hongtao
,
Zhou Hanjian
,
Zhang Tiantuo
. The effect of teachers' role active conversion during teaching model of case-based learning combined with lecture-based learning in pre-clinical practice teaching of respiratory medicine[J]. Chinese Journal of Medical Education, 2017
, 37(6)
: 921
-930
.
DOI: 10.3760/cma.j.issn.1673-677X.2017.06.025
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