Case-based study (CBS) in combination with reference-induced self education (RISE) in clini-cal teaching of digestive endoscope diagnostics
10.3760/cma.j.issn.2095-1485.2015.10.018
- VernacularTitle:CBS-RISE在消化内窥镜诊断学教学中的应用与探索
- Author:
Weili HUANG
;
Xiaohui GUAN
;
Baorong CHI
- Publication Type:Journal Article
- Keywords:
Case-based study;
Reference-induced self education;
Digestive endoscope di-agnostics;
Clinical teaching
- From:
Chinese Journal of Medical Education Research
2015;14(10):1044-1048
- CountryChina
- Language:Chinese
-
Abstract:
Objective To explore the effect of applying Case-based study (CBS) in combina-tion with Reference-induced self education (RISE) in clinical teaching of Digestive endoscope diag-nostics. Method One hundred and twenty undergraduates in Grade 2012 of clinical imaging speciality of Beihua University were selected as the objects of study and classified at random into experiment group (60 students) and control group (60 students), In the course of teaching, the traditional LBL study and CBS-RISE study were separately employed, and examined through theoretical assessment in combination with case analysis, and the teaching effect in experiment group students was also evaluated through examination paper. SPSS 16.0 statistic soft ware was employed for data treatment and analysis, t test was used for quantity data and expressed as x±s, and x2 test for number counting data, and P<0.05 as the statistical significant difference. Results In experiment group, the total result, and the results of theoretical examination and case analysis were all superior to the control group, and the dif-ference between two groups exhibited statistical significance (P values respectively 0.008, 0.017 and 0.021). The excellent and good rate of the experimental group's theory examination score was 70%, which was higher than that of the control group (48.3%). The excellent and good rate of the experimen-tal group in the case analysis of examination results was 63.3%, higher than that of the control group (43.3%), and the difference was statistically significant (P values respectively 0.016 and 0.028). The students in experimental group showed better degree of satisfaction to the teaching model of CBS-RISE. In general, they considered that the CBS-RISE model could stimulate the learning interest of students, enhance the ability of analyzing and solving problems, deepen the understanding of knowl-edge, train a better clinical thinking model, and also develop a cooperative group idea. Conclusions CBS-RISE teaching model is feasible in the application of teaching in digestive endoscope diagnostics, and beneficial to the training of self learning ability and clinical consideration, deserving populariza-tion.
