Practice and exploration of the teaching mode of virtual patients combined with case-based learning in teaching internal medicine
10.3760/cma.j.cn116021-20230912-01902
- VernacularTitle:虚拟病人联合CBL教学在内科教学中的实践与探索
- Author:
Yaohong LU
1
;
Jingwei PAN
;
Beibei HAN
;
Fangyi XIE
;
Ping LI
Author Information
1. 上海交通大学医学院附属第六人民医院教学办公室，上海 200233
- Publication Type:Journal Article
- Keywords:
Clinical thinking;
Virtual patient;
Case-based learning;
Teaching method;
Mixed learning
- From:
Chinese Journal of Medical Education Research
2024;23(12):1670-1675
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To explore the teaching effect of virtual patient combined with case-based learning (CBL) and investigate its impact on improving students' clinical thinking ability.Methods:From July 2021 to December 2022, 71 students practicing in the Department of Internal Medicine at the Shanghai Sixth People's Hospital Affiliated to Shanghai Jiao Tong University School of Medicine were randomly divided into three groups: virtual patient teaching group (24 students), CBL teaching group (23 students), and mixed teaching group (24 students, virtual patient + CBL). After the teaching, a skill test and a teaching satisfaction survey were conducted. The data analysis was conducted using SPSS 24.0 software. The comparison of means among multiple groups was performed using analysis of variance. The pairwise comparisons between the three groups were performed using the least significant difference method.Results:In comparison of the scores of the three groups of students in skill test, there was a statistically significant difference in "consultation ideas" among the three groups of students [(82.04±3.76) vs. (79.00±4.93) vs. (78.61±4.56), P=0.018)], and the mixed teaching group performed better than the virtual patient teaching group and CBL teaching group. There was a significant difference in "total score" among the three groups of students [(81.33±5.02) vs. (80.65±5.67) vs. (79.76±5.15), P=0.046]. Pairwise comparisons showed that the mixed teaching group was significantly better than the CBL teaching group in "total score" ( P=0.013). The survey on teaching satisfaction showed that the scores of "improving learning motivation and initiative" were higher in the mixed teaching group and the virtual patient teaching group than in the CBL teaching group. The scores of "enhancing the ability to analyze problems" were higher in the mixed teaching group and CBL teaching group than in the virtual patient teaching group. The score of "deepening understanding of knowledge" was higher in the mixed teaching group than in the virtual patient teaching group. The score of "improving innovation ability" was higher in the mixed teaching group than in the CBL teaching group. Overall, students in the mixed teaching group showed the highest satisfaction. Conclusions:The teaching method combining virtual patient and CBL can more effectively enhance students' clinical thinking ability, promote self-learning, and improve teaching satisfaction, providing a new mode for teaching clinical thinking.
