Application value of case-based learning method in the teaching of heart failure diagnosis and treatment for medical undergraduates
Tian Chao1, Shen Cheng2, Li Weilin2, Chen Meng2, Zhang Jinguo2
1School of Clinical Medicine, Jining Medical University, Jining 272013, China; 2The Second Department of Cardiology, Affiliated Hospital of Jining Medical University, Jining 272029, China
Abstract：ObjectiveTo explore the application value of case-based learning (CBL) method in the teaching of diagnosis and treatment of heart failure for medical undergraduates. MethodsFrom July to October 2020, 126 fourth-year clinical students of five-year program in 2017 grade who studied internal medicine in Affiliated Hospital of Jining Medical University were selected and randomly divided into two groups (control group and CBL group) for teaching. The control group (n=63) received the lecturebased learning (LBL), while the CBL group (n=63) were taught heart failure knowledge through typical cases which were selected from the Second Department of Cardiology in Affiliated Hospital of Jining Medical University. The results of assessment and the feedback of students′ satisfaction with teaching methods and mastery of heart failure knowledge were compared between the two groups. ResultsThe theoretical score, case analysis score and total score ［（45.71±0.94）points, （41.40±2.01）points, （87.12±2.07）points］ of the CBL group were higher than those of the control group ［（42.35±3.03）points, （38.37±3.28）points, （83.62±3.24）points］ （t=8.41，6.28，7.21， all P＜0.01）. The CBL group′s satisfactions of teaching mode, learning interest increasing, clinical thinking ability, team communication ability, self-learning ability evaluation and mastery of disease concept, etiology, pathogenesis, diagnosis and treatment were 100.00%, 100.00%, 100.00%,100.00%, 100.00%, 98.41%, 100.00%, 96.83%, 98.41%, 96.83%, respectively, and they were higher than those of control group (93.65%，87.30%，92.06%，85.71%，95.24%，87.30%，84.13%，84.13%，84.13%，82.54%). The differences were statistically significant (χ2=6.19, 13.90, 8.33, 15.05, 5.13, 8.72, 17.39, 9.83, 11.97, 10.89, all P＜0.05). ConclusionThe CBL method which based on heart failure case library enriches the teaching forms, improves the teaching effect of heart failure knowledge, and is worthy of further promotion.
田超 申程 李卫琳 陈猛 张金国. 案例教学法在医学本科生心力衰竭诊治教学中的应用价值[J]. 中华诊断学电子杂志, 2021, 9(2): 88-91.
Tian Chao1, Shen Cheng2, Li Weilin2, Chen Meng2, Zhang Jinguo2. Application value of case-based learning method in the teaching of heart failure diagnosis and treatment for medical undergraduates. zhzdx, 2021, 9(2): 88-91.
