Effectiveness of diversified teaching integrated with affective-cognitive theory in neurology clerkship teaching
10.3760/cma.j.cn116021-20250513-02122
- VernacularTitle:多元化教学联合情感认知理论在神经病学见习教学中的应用效果
- Author:
Wenjin SHANG
1
;
Daya YANG
;
Jing LI
;
Honghong LI
;
Yinyao LIN
;
Chao WANG
;
Li FENG
Author Information
1. 中山大学附属第一医院神经科，广州 510080
- Publication Type:Journal Article
- Keywords:
Diversified teaching;
Affective-cognitive theory;
Department of neurology;
Clerkship teaching
- From:
Chinese Journal of Medical Education Research
2025;24(11):1459-1465
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To explore the effects of diversified teaching combined with the affective-cognitive theory in neurology clerkship instruction.Methods:We enrolled 406 medical students on clerkship at the affiliated hospitals of Sun Yat-sen University from November 2023 to April 2024. They were randomly assigned by cluster to either observation group ( n=164) or control group ( n=242). The observation group received a diversified teaching model that selected context-appropriate teaching methods based on clinical scenarios, while using the affective-cognitive theory to optimize instructional pathways. The control group received traditional teaching. The effectiveness of teaching was evaluated through an objective structured clinical examination (OSCE; maximum score, 10 points) and a questionnaire survey. SPSS 22.0 was used to perform Mann-Whitney U test, chi-square test, and multiple linear regression analysis. NVivo 12.0 was employed to process open-ended questions. Results:In the OSCE, the observation group had a significantly higher mean score than the control group [9 (8, 10) points vs. 8 (7, 9) points, Z=-6.10, P<0.001]. The distribution difference across different score ranges between the two groups was also statistically significant ( Z=-5.94, P<0.001). Stratified analyses by sex and neurological theory test score demonstrated significantly higher mean scores in the observation group than in the control group ( P<0.001). The multiple linear regression analysis indicated an independent positive correlation between the novel teaching model and OSCE score ( P<0.001). The results of the questionnaires revealed that in the observation group, 98.57% reported that they were satisfied with the teaching model, and 90.72% reported that they accomplished the core teaching objectives; core competencies including knowledge and skills, communication and collaboration, and professionalism were improved; additionally, the participants of the observational group highly endorsed the practical content, the logical structure and richness of instruction, and the active classroom learning environment. Conclusions:The diversified teaching model integrated with the affective-cognitive theory significantly improves proficiency in core clinical skills across different groups of neurology clerks.
