Exploration on evaluation system of case-based learning in teaching critical diseases
10.3760/cma.j.issn.2095-1485.2012.07.014
- VernacularTitle:危重病教学CBL评估体系的探索
- Author:
Jiachang HU
;
Ding ZHANG
;
Jiang DU
;
Ruilan WANG
;
Kanglong YU
- Publication Type:Journal Article
- Keywords:
Case-based learning;
Teaching evaluation;
Mini-clinical evaluation exercise;
Direct observation of procedural skills
- From:
Chinese Journal of Medical Education Research
2012;11(7):706-708
- CountryChina
- Language:Chinese
-
Abstract:
Objective To explore the effective evaluation methods of case-based learning (CBL) in critical disease teaching.Methods Totally 53 undergraduate students in department of clinical medicine of Shanghai Jiao Tong University,who practiced in our hospital from 2010 to 2012,were divided into the traditional teaching group and CBL teaching group.We used traditional teaching combining with CBL teaching in CBL group.Common cases of critical illness(severe acute pancreatitis and multiple trauma)in intensive care unit (ICU) were selected for CBL cases.The evaluation of theoretical knowledge,mini-clinical evaluation exercise(Mini-CEX)and direct observation of procedural skills (DOPS) were continued after teaching and practice.Results These was no significant difference in the theoretical knowledge examination between the two groups. In Mini-CEX,the students in CBL group were better concerning the medical interview capacity (P=0.000),humanistic care (P=0.013),clinical diagnosis(P=0.035),counseling(P=0.009) and the overall clinical competence (P=0.008) than those in traditional teaching group.The DOPS scores of endotracheal intubation (P=0.016)and central venous catheterization (P=0.001)discussed in CBL teaching were significantly higher in CBL group.Conclusion Traditional theoretical knowledge examination has little significance in the assessment of CBL teaching,but Mini-CEX and DOPS can reflect the advantages of CBL teaching better in the assessment of clinical abilities and skills.
