Practice and searching of the case-based learning with network in clinical practice teaching of internal medicine
10.3760/cma.j.issn.2095-1485.2015.08.015
- VernacularTitle:基于网络的案例教学在内科临床实习教学中的实践与评价
- Author:
Wenji WANG
;
Hong ZHU
;
Feng DING
- Publication Type:Journal Article
- Keywords:
Network teaching;
Case-based learning;
Clinical practice;
Internal medicine
- From:
Chinese Journal of Medical Education Research
2015;(8):816-819,820
- CountryChina
- Language:Chinese
-
Abstract:
Objective To compare the case-based learning with network with the traditional case-based learning in its effects on clinical practice of internal medicine. Methods Seventy-five in-terns of clinical medicine(5-years programme) and stomatology (7-year programme) of grade 2010 were enrolled, among which forty interns were assigned to the experimental group with the case-based learning with network, feedbacking summary in class after the case of self-study teaching through the network platform and discussion in groups; while the remaining thirty-five interns were provided with the traditional case-based learning as control group. Both groups were assessed with tests of the the-oretical knowledge and clinical skills at the end of their internship in internal medicine. A questionnaire, given to the interns in experimental group, was used to evaluate the teaching effect. The assessment result of both groups was done by t test with the SPSS 16.0 software. Results The total score of the network case teaching group is higher than the ordinary case teaching group. A significant difference of scores in theoretical knowledge and case analysis was witnessed between the two groups (85.2 ±8.7 vs. 80.5 ±9.8, P=0.031 and 87.3 ±6.2 vs. 84.4 ±5.6, P=0.038, respectively). More than 75%interns in the network case teaching group were satisfied with the case-based learning with network. Conclusion The teaching effect the network case teaching is obviously better than the ordinary case teaching . The introduction of the case-based learning with network in clinical practice of inter-nal medicine is beneficial to the implementation of syllabus and students' application of knowledge to clinical analysis. It also helps to improve students' interest and ability of autonomous learning, as well as improve the efficiency of clinical teaching.
