Application effect of CBL, LBL and Seminar three-track stereoscopic mode in the teaching of health management for chronic diseases
10.3760/cma.j.cn115624-20241120-00936
- VernacularTitle:CBL、LBL与Seminar三轨立体模式在慢性病健康管理教学中的应用效果
- Author:
Jing HUANG
1
;
Na LI
1
;
Bei WANG
1
;
Yuanyuan GUO
1
;
Huinan ZHANG
1
Author Information
1. 空军军医大学第二附属医院健康管理科，西安 710038
- Publication Type:Journal Article
- Keywords:
Chronic disease;
Health management;
Case-based learning;
Lecture-based learning;
Seminar
- From:
Chinese Journal of Health Management
2025;19(9):735-738
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To analyze the application effect of the case-based learning (CBL), lecture-based learning (LBL) and seminar three-track stereoscopic model in the teaching of health management for chronic diseases.Methods:In this non-randomized controlled trial, a total of 70 five-year clinical medicine major undergraduate students were continuously selected as the research subjects in the Air Force Medical University during 2023-2024 year. The students enrolled the chronic disease health management course. Thirty-five cases in 2023 were assigned to the control group, while 35 cases in 2024 were assigned to the experimental group. The control group were taught by the traditional teaching method, while experimental group were taught with a combined model of CBL, LBL, and Seminar. The number of class hours for both groups were 30, with a class frequency of 2 class hours per week. The intervention period began with the first class and ended after the last class, totaling 15 weeks. The general information, medical professional courses and basic knowledge of chronic disease health management scores in the two groups were collected before intervention. The learning effect and satisfaction rate were evaluated through teaching satisfaction score, assessment assignments, practical ability score and excellent rate, autonomous learning ability score at 15 weeks after the intervention.Results:Among the 70 participants, 37 were male and 33 were female, with a mean age of (21.00±0.27) years. Before the intervention, there was no statistically significant differences in the general information, medical professional courses and basic knowledge of chronic disease health management scores between the two groups (all P>0.05). Fifteen weeks after the intervention, the experimental group had significantly higher scores in teaching content score, teaching method score, assessment assignment, final grade, practical ability scores, excellent rate of practical ability, self-management ability score, information literacy score, and learning cooperation ability score when compared to those in the control group [(93.3±6.9) vs (80.1±7.8) points, (97.1±6.3) vs (81.0±9.6) points, (91.1±7.8) vs (80.1±8.9) points, (92.9±9.4) vs (81.8±9.8) points, (91.3±7.6) vs (80.3±8.7) points, 54.3% vs 22.9%, (27.3±4.8) vs (22.8±6.8) points, (26.9±3.9) vs (20.8±4.1) points, (35.9±8.1) vs (28.9±7.1) points] (all P<0.05). Conclusion:Implementing of CBL, LBL, and Seminar teaching model in the chronic disease health management curriculum significantly enhances teaching effectiveness and improves students' overall competencies.
