Research on the application of a method combining progressive case study and fishbone diagram in general surgery intern teaching
10.3760/cma.j.cn116021-20240710-02053
- VernacularTitle:进展性案例结合鱼骨图教学在普外科实习教学中的应用研究
- Author:
Simin HUANG
1
;
Yuxuan WEI
;
Weibang YANG
;
Qiwen WANG
;
Xiaofeng JIANG
Author Information
1. 广州医科大学附属第二医院肝胆外科，广州 510260
- Publication Type:Journal Article
- Keywords:
Progressive case;
Fishbone diagram teaching;
General surgery;
Intern
- From:
Chinese Journal of Medical Education Research
2025;24(6):814-818
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To explore the application effects of a method combining progressive case study and fishbone diagram in clinical teaching of interns in general surgery, and evaluate its impact on medical students' theoretical knowledge mastery, clinical practice ability development, and systematic thinking cultivation.Methods:Sixty undergraduate clinical medicine students who interned in the Department of General Surgery from July 2022 to December 2023 were selected as the research subjects and randomly divided into a control group ( n=30) and an observation group ( n=30). The control group received traditional case-based teaching through centralized lectures, group discussions, and review/Q&A sessions. The observation group received an integrated teaching approach combining progressive case study and fishbone diagram through the design of progressive cases and fishbone diagrams. Teaching effectiveness was evaluated through theoretical assessment, practical assessment, and teaching satisfaction survey. SPSS 22.0 was used for t-test and χ2 test. Results:The total score of theoretical assessments for the observation group interns was higher than that of the control group [(86.97±4.60) vs. (66.06±5.96), t=-17.79, P<0.001]. The differences in scores of diagnosis and treatment standards [(17.03±1.82) vs. (14.07±2.35)] and differential diagnosis [(12.85±1.42) vs. (8.92±2.37)] were particularly significant. In the practical assessments, the total score of the observation group interns [(90.19±5.04) vs. (68.63±4.30), t=-17.82, P<0.001] and their scores in individual assessments were higher than those of the control group, especially in acute abdomen evaluation [(18.23±1.72) vs. (14.37±2.05)], laparoscopic spatial positioning [(8.83±0.95) vs. (5.92±1.38)], and intraoperative emergency management [(8.95±0.97) vs. (6.05±1.23)]. The satisfaction scores of the observation group interns were higher than those of the control group ( P<0.001), with the greatest improvement in clinical thinking [(4.65±0.61) vs. (3.10±0.71)] and teacher-student interaction quality [(4.72±0.53) vs. (3.11±0.63)]. Conclusions:The teaching method combining progressive case study and fishbone diagram significantly improved interns' theoretical assessment scores, practical operation ability, and clinical decision-making level through the dynamic presentation of case evolution processes and the application of structured analysis tools, and also enhanced the teaching satisfaction.
