Application and evaluation of case-based learning + Seminar teaching method based on Toulmin model in education and teaching of clinical medicine
10.3760/cma.j.cn116021-20240221-02063
- VernacularTitle:图尔敏模型案例教学法与Seminar教学法在临床医学教育教学中的应用评价
- Author:
Jianxin LI
1
;
Jiangang PAN
;
Qiaozhen ZHANG
;
Wenqi WU
;
Yu ZHENG
;
Mingyan LI
;
Xiang LIU
;
Dangui WU
;
Ye CHEN
;
Chaojiang CHEN
Author Information
1. 广州医科大学附属第二医院泌尿外科，广州 510600
- Publication Type:Journal Article
- Keywords:
Clinical medicine;
Education;
Toulmin model;
Case-based learning;
Seminar teaching method
- From:
Chinese Journal of Medical Education Research
2025;24(8):1074-1078
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To analyze the application effects of case-based learning (CBL) + Seminar teaching method based on Toulmin model in the education and teaching of clinical medicine innovation class.Methods:A total of 60 students from the clinical medicine innovation class at The Second Affiliated Hospital of Guangzhou Medical University from September 2021 to September 2023 were selected as research objects. These students were divided into control group ( n=30) and research group ( n=30) according to different teaching programs. The traditional teaching method was adopted in the control group, and the CBL + Seminar teaching method based on Toulmin model was adopted in the research group. The two groups were compared in terms of clinical knowledge, clinical skill, and clinical case analysis scores; changes in clinical thinking ability after teaching; and satisfaction with the teaching process. SPSS 22.0 was used for t-test and chi-square test. Results:The research group significantly outperformed the control group in clinical knowledge [(89.59±3.46) points vs. (83.23±3.02) points], clinical skill [(88.87±3.23) points vs. (83.62±3.13) points], and clinical case analysis [(89.73±3.51) points vs. (82.62±3.19) points] ( t=7.58, 6.39, 8.21, P<0.001). The clinical thinking ability after teaching was significantly higher in the research group compared to the control group [(258.49±13.36) points vs. (242.56±13.02) points] ( t=4.67, P<0.001). The overall satisfaction rate of teaching was significantly higher in the research group compared to the control group (100.00% vs. 80.00%, χ2=4.63, P=0.031). Conclusions:The CBL + Seminar teaching method based on Toulmin model can effectively improve student learning performance and clinical thinking ability, demonstrating a promising application value in the education and teaching of clinical medicine innovation class.
