The optimization and practice of case-based learning in integrated curriculum of the digestive system
10.3760/cma.j.cn116021-20230514-01892
- VernacularTitle:案例学习法在消化系统整合课中的优化与实践
- Author:
Xueli TIAN
1
;
Jing ZHANG
;
Peng GUO
;
Zhanbing LIU
;
Hangyan WANG
;
Xinxia TIAN
;
Shigang DING
Author Information
1. 北京大学第三医院消化科，北京 100191
- Publication Type:Journal Article
- Keywords:
Integrated curriculum;
Digestive system;
Case-based learning;
Reform
- From:
Chinese Journal of Medical Education Research
2025;24(4):518-523
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To explore and evaluate the optimization and application of case-based learning (CBL) in the reform practice for integrated curriculum of the digestive system.Methods:The 174 undergraduate students majoring in eight-year clinical medicine enrolled in 2019 at the Peking University Health Science Center were selected as research objects. CBL was used in the integration and optimization of the digestive system curriculum. These included increasing class hours, selecting disease modules, lesson preparation involving multi-disciplinary teachers, and joint teaching. Upon completion of teaching, a comprehensive evaluation of teaching effectiveness was conducted through questionnaires administrated to teachers and students, feedback from supervision experts, and scores of students. SPSS 21.0 was used for the t-test and a reliability analysis was conducted on the questionnaire results. Results:Teachers, students, and supervision experts were highly satisfied with CBL. More than 95% of teachers believed that joint teaching facilitated the sharing of diverse professional knowledge among teachers, enhanced the in-depth instruction of imaging knowledge, promoted the transformation of teaching ideas, and improved teaching ability. More than 70% of students agreed that joint teaching deepened their understanding of diseases, stimulated learning interest, and established a theoretical foundation for clinical practice. The average score of class performance was (47.60±2.41) points (a total score of 50 points). The answers of students to case-based questions in final exams were satisfactory. The average score of final evaluation was (82.24±8.82) points.Conclusions:The optimization and application of CBL in the integrated curriculum of the digestive system is highly accepted by teachers and students. This method improves the interest of learning and facilitates the establishment of overall medical thinking and clinical thinking in students.
