Volume 20 Issue 5
May  2022
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Article Navigation >  Chinese Journal of General Practice  > 2022  >  20(5): 855-858
HU Wen-long, CHEN Ren-qiong, ZHU Zheng-yun, ZHANG Ting-ting. Application of case-based learning mode combined with stage goal teaching method in the practice of infectious diseases[J]. Chinese Journal of General Practice, 2022, 20(5): 855-858. doi: 10.16766/j.cnki.issn.1674-4152.002472
Citation: HU Wen-long, CHEN Ren-qiong, ZHU Zheng-yun, ZHANG Ting-ting. Application of case-based learning mode combined with stage goal teaching method in the practice of infectious diseases[J]. Chinese Journal of General Practice, 2022, 20(5): 855-858. doi: 10.16766/j.cnki.issn.1674-4152.002472
shu

Application of case-based learning mode combined with stage goal teaching method in the practice of infectious diseases

doi: 10.16766/j.cnki.issn.1674-4152.002472
  • 1.

    Department of Dermatology, the Affiliated Lianyungang Hospital of Xuzhou Medical University/The First People's Hospital of Lianyungang, Jiangsu 222002, China

Funds:

 82002181

  • Received Date: 2021-11-20
    Available Online: 2022-09-05
    Abstract
  •   Objective  To observe the application of case-based learning(CBL) combined with stage goal teaching method in the practice of infectious diseases.  Methods  A total of 160 students who participated in the practice of infectious diseases in a third-class hospital from July 2018 to July 2019 were selected as the research objects. All students were randomly divided into two groups by random digital table method: the observation group (n=80, case-based learning combined with stage goal teaching method) and the control group (n=80, traditional teaching method). The scores of theoretical examination, case analysis and clinical skills of the two groups were compared, and the teaching satisfaction of the observation group was collected.  Results  The scores in the entrance theory test of the observation group and the control group were similar [(86.66±4.57) points and (87.50±1.29) points, respectively], with no significant difference (t=-1.576, P=0.118). After the practice, the theoretical scores of the observation group were slightly higher [(36.25±1.71) points] than the control group [(32.50±3.11) points], the difference was significant (t=9.338, P < 0.001). The scores of case analysis ability [(25.23±1.82) points] and clinical operation examination [(28.50±2.16) points] in the observation group were significantly higher than those in the control group [(19.50±3.44) points and (24.65±4.08) points, t=13.150, 7.458, all P < 0.001]. The questionnaire survey of the observation group showed that this teaching method helped to improve learning enthusiasm, clinical thinking and practical application ability.  Conclusion  CBL combined with stage goal teaching method can improve the case analysis and clinical operation ability, and improve the mastery of specialised knowledge of infectious diseases. Students are highly satisfied with teaching, and most hope to continue to use this teaching method.

     

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