Objective:To explore the application effect of flipped classroom combined with case-based learning teaching methods in pharmacoeconomics teaching.Methods:The students majoring in clinical pharmacy in 2019 were selecte...Objective:To explore the application effect of flipped classroom combined with case-based learning teaching methods in pharmacoeconomics teaching.Methods:The students majoring in clinical pharmacy in 2019 were selected as the study subjects,and the cost-effectiveness analysis of different dosage forms of Yinzhihuang in the treatment of neonatal jaundice was selected as the teaching case.The flipped classroom combined with case-based learning teaching method was used to carry out theoretical teaching to the students.After the course,questionnaires were distributed through the Sojump platform to evaluate the teaching effect.Results:The results of the questionnaire showed that 85.71%of the students believed that the flipped classroom combined with case-based learning teaching method was helpful in mobilizing the learning enthusiasm and initiative,and improving the comprehensive application ability of the knowledge of pharmacoeconomics.92.86%of the students think that it is conducive to the understanding and memorization of learning content,as well as the cultivation of teamwork,communication,etc.Conclusion:Flipped classroom combined with case-based learning teaching method can improve students’knowledge mastery,thinking skills,and practical application skills,as well as optimize and improve teachers’teaching levels.展开更多
OBJECTIVE:To assess the effect of case-based learning(CBL)in the education of Traditional Chinese Medicine(TCM).METHODS:The studies concerning TCM courses designed with CBL were included by searching the databases of ...OBJECTIVE:To assess the effect of case-based learning(CBL)in the education of Traditional Chinese Medicine(TCM).METHODS:The studies concerning TCM courses designed with CBL were included by searching the databases of EBSCO,Pubmed,Science Citation Index,China National Knowledge Infrastructure,Chongqing VIP database.The valid data was extracted in accordance with the included criteria.The quality of the studies was assessed with Gemma Flores-Masteo.RESULTS:A total of 22 articles were retrieved that met the selection criteria:one was of high quality;two were of low quality;the rest were categorized as moderate quality.The majority of the studiesdemonstrated the better effect produced by CBL,while a few studies showed no difference,compared with the didactic format.All included studies confirmed the favorable effect on learners'attitude,skills and ability.CONCLUSION:CBL showed the desirable results in achieving the goal of learning.Compared to didactic approach,it played a more active role in promoting students'competency.Since the quality of the articles on which the study was based was not so high,the findings still need further research to become substantiated.展开更多
Dermatovenereology,as a cornerstone discipline in clinical medical education,is characterized by its extensive morphological diversity,complex pathophysiology,and high clinical specificity.However,traditional lecture-...Dermatovenereology,as a cornerstone discipline in clinical medical education,is characterized by its extensive morphological diversity,complex pathophysiology,and high clinical specificity.However,traditional lecture-based pedagogical approaches are often insufficient to address the discipline’s dynamically evolving knowledge base,heterogeneous disease presentations,and the demand for multidimensional clinical reasoning.In response to these challenges,Case-Based Learning(CBL)has emerged as a pivotal educational reform strategy.By leveraging authentic clinical case narratives,CBL effectively activates learners’intrinsic motivation,fosters higher-order clinical reasoning,and enhances collaborative problem-solving capabilities.This review synthesizes current evidence regarding the theoretical foundations,practical implementation strategies,and educational outcomes associated with CBL within dermatovenereology curricula.Grounded in modern educational theories,including Bloom’s taxonomy and situated cognition,CBL employs carefully designed clinical scenarios with structured problem-chain frameworks to integrate three core competency domains:case deconstruction,differential diagnosis,and therapeutic decision-making.Essential instructional components encompass structured controversial case discussions,multidisciplinary team(MDT)-based simulations,and clinical-translational reasoning mechanisms.Accumulated evidence indicates that CBL significantly improves learners’proficiencies in lesion interpretation,diagnostic efficiency,evidence-based decision-making,teamwork,and enhancing professional identity formation.Nevertheless,sustainable integration of CBL faces challenges related to pedagogical systematization,faculty development,learner adaptation,and technological support.Future efforts should focus on building a resilient dermatology talent cultivation system through optimized instructional design,intelligent tutoring systems,and competency-oriented assessments.展开更多
目的探讨以案例为基础的学习(case based learning,CBL)联合皮肤镜双轨教学在皮肤科住院医师规范化培训(简称住培)临床带教中的应用效果。方法选取2021年1月—2024年10月山东第二医科大学附属医院皮肤科40名住培医师为研究对象,根据随...目的探讨以案例为基础的学习(case based learning,CBL)联合皮肤镜双轨教学在皮肤科住院医师规范化培训(简称住培)临床带教中的应用效果。方法选取2021年1月—2024年10月山东第二医科大学附属医院皮肤科40名住培医师为研究对象,根据随机数字表法分为观察组和对照组,各20名。观察组采用CBL联合皮肤镜双轨教学法,对照组则采用传统教学方式。比较两组住培医师的考核成绩和学习能力。结果观察组住培医师带教结束时理论考核成绩(95.05±4.20)分、实践考核成绩(95.13±4.67)分均高于对照组的(86.22±3.29)分、(87.02±4.79)分,差异均有统计学意义(t=7.892,7.434;P均<0.05)。观察组住培医师各项学习能力评分高于对照组,差异均有统计学意义(P均<0.05)。结论CBL联合皮肤镜双轨教学法可有效促进住培医师的学习积极性和临床技能的掌握。展开更多
基金2022 Medical Innovation and Development Project of Lanzhou University(lzuyxcx-2022-40)2022 Education and Teaching Reform Research Project of Lanzhou University General Project(202201)The Foundation of the First Hospital of Lanzhou University(ldyyyn 2021-92)。
文摘Objective:To explore the application effect of flipped classroom combined with case-based learning teaching methods in pharmacoeconomics teaching.Methods:The students majoring in clinical pharmacy in 2019 were selected as the study subjects,and the cost-effectiveness analysis of different dosage forms of Yinzhihuang in the treatment of neonatal jaundice was selected as the teaching case.The flipped classroom combined with case-based learning teaching method was used to carry out theoretical teaching to the students.After the course,questionnaires were distributed through the Sojump platform to evaluate the teaching effect.Results:The results of the questionnaire showed that 85.71%of the students believed that the flipped classroom combined with case-based learning teaching method was helpful in mobilizing the learning enthusiasm and initiative,and improving the comprehensive application ability of the knowledge of pharmacoeconomics.92.86%of the students think that it is conducive to the understanding and memorization of learning content,as well as the cultivation of teamwork,communication,etc.Conclusion:Flipped classroom combined with case-based learning teaching method can improve students’knowledge mastery,thinking skills,and practical application skills,as well as optimize and improve teachers’teaching levels.
基金Supported by "Twelve-five" Scientific Research Study on Education from Chinese Academy of Higher Education(No.11YB032)by Scientific Research Study on Education from Sichuan Academy of Higher Education(No.11SC-007)by Key research project on teaching reform from Chengdu University of Traditional Chinese Medicine(No.JGZD201001)
文摘OBJECTIVE:To assess the effect of case-based learning(CBL)in the education of Traditional Chinese Medicine(TCM).METHODS:The studies concerning TCM courses designed with CBL were included by searching the databases of EBSCO,Pubmed,Science Citation Index,China National Knowledge Infrastructure,Chongqing VIP database.The valid data was extracted in accordance with the included criteria.The quality of the studies was assessed with Gemma Flores-Masteo.RESULTS:A total of 22 articles were retrieved that met the selection criteria:one was of high quality;two were of low quality;the rest were categorized as moderate quality.The majority of the studiesdemonstrated the better effect produced by CBL,while a few studies showed no difference,compared with the didactic format.All included studies confirmed the favorable effect on learners'attitude,skills and ability.CONCLUSION:CBL showed the desirable results in achieving the goal of learning.Compared to didactic approach,it played a more active role in promoting students'competency.Since the quality of the articles on which the study was based was not so high,the findings still need further research to become substantiated.
文摘Dermatovenereology,as a cornerstone discipline in clinical medical education,is characterized by its extensive morphological diversity,complex pathophysiology,and high clinical specificity.However,traditional lecture-based pedagogical approaches are often insufficient to address the discipline’s dynamically evolving knowledge base,heterogeneous disease presentations,and the demand for multidimensional clinical reasoning.In response to these challenges,Case-Based Learning(CBL)has emerged as a pivotal educational reform strategy.By leveraging authentic clinical case narratives,CBL effectively activates learners’intrinsic motivation,fosters higher-order clinical reasoning,and enhances collaborative problem-solving capabilities.This review synthesizes current evidence regarding the theoretical foundations,practical implementation strategies,and educational outcomes associated with CBL within dermatovenereology curricula.Grounded in modern educational theories,including Bloom’s taxonomy and situated cognition,CBL employs carefully designed clinical scenarios with structured problem-chain frameworks to integrate three core competency domains:case deconstruction,differential diagnosis,and therapeutic decision-making.Essential instructional components encompass structured controversial case discussions,multidisciplinary team(MDT)-based simulations,and clinical-translational reasoning mechanisms.Accumulated evidence indicates that CBL significantly improves learners’proficiencies in lesion interpretation,diagnostic efficiency,evidence-based decision-making,teamwork,and enhancing professional identity formation.Nevertheless,sustainable integration of CBL faces challenges related to pedagogical systematization,faculty development,learner adaptation,and technological support.Future efforts should focus on building a resilient dermatology talent cultivation system through optimized instructional design,intelligent tutoring systems,and competency-oriented assessments.
文摘目的探讨以案例为基础的学习(case based learning,CBL)联合皮肤镜双轨教学在皮肤科住院医师规范化培训(简称住培)临床带教中的应用效果。方法选取2021年1月—2024年10月山东第二医科大学附属医院皮肤科40名住培医师为研究对象,根据随机数字表法分为观察组和对照组,各20名。观察组采用CBL联合皮肤镜双轨教学法,对照组则采用传统教学方式。比较两组住培医师的考核成绩和学习能力。结果观察组住培医师带教结束时理论考核成绩(95.05±4.20)分、实践考核成绩(95.13±4.67)分均高于对照组的(86.22±3.29)分、(87.02±4.79)分,差异均有统计学意义(t=7.892,7.434;P均<0.05)。观察组住培医师各项学习能力评分高于对照组,差异均有统计学意义(P均<0.05)。结论CBL联合皮肤镜双轨教学法可有效促进住培医师的学习积极性和临床技能的掌握。
