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Team-, case-, lecture- and evidence-based learning in medical postgraduates training.
Huang, Tianlong; Zhou, Shun; Wei, Qiaoyan; Ding, Chun.
Afiliação
  • Huang T; Department of Ophthalmology, The Second Xiangya Hospital of Central South University, 139 Renmin Middle Road, Changsha, 410011, China.
  • Zhou S; Department of Ophthalmology, The Second Xiangya Hospital of Central South University, 139 Renmin Middle Road, Changsha, 410011, China.
  • Wei Q; Department of Ophthalmology, The Second Xiangya Hospital of Central South University, 139 Renmin Middle Road, Changsha, 410011, China.
  • Ding C; Department of Ophthalmology, The Second Xiangya Hospital of Central South University, 139 Renmin Middle Road, Changsha, 410011, China. chunding@csu.edu.cn.
BMC Med Educ ; 24(1): 675, 2024 Jun 18.
Article em En | MEDLINE | ID: mdl-38890615
ABSTRACT

BACKGROUND:

The aim of this study was to evaluate the effectiveness of team-, case-, lecture-, and evidence-based learning (TCLEBL) methods in cultivating students' clinical and research abilities, as compared to traditional lecture-based learning (LBL) approaches.

METHODS:

Forty-one medical postgraduates were divided into two groups, a TCLEBL group and an LBL group. Teaching effectiveness was evaluated through student- and teacher-feedback questionnaires, scores from theoretical examinations and written literature reviews, and student learning burdens.

RESULTS:

Compared to the LBL approach, both teachers and students were more satisfied with the TCLEBL model (p < 0.001 for both teachers and students). The TCLEBL group performed significantly higher on the theory test compared to the LBL group (p = 0.009). There were significant differences between the LBL and TCLEBL groups, respectively, in terms of literature review and citations (12.683 ± 2.207 vs. 16.302 ± 1.095, p < 0.001), argument and perspective (12.55 ± 1.572 vs. 16.333 ± 1.354, p < 0.001), comprehensiveness of content (13.3 ± 2.268 vs. 16.683 ± 1.344, p < 0.001), and scientific rigor and accuracy (10.317 ± 1.167 vs. 12.746 ± 0.706, p < 0.001). There was no significant difference in the total extracurricular time expended between the two groups (323.75 ± 30.987 min vs. 322.619 ± 24.679 min, respectively for LBL vs. TCLEBL groups, p = 0.898).

CONCLUSIONS:

TCLEBL is an effective teaching method that cultivates students' clinical and research abilities.
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Texto completo: 1 Base de dados: MEDLINE Assunto principal: Aprendizagem Baseada em Problemas Limite: Female / Humans / Male Idioma: En Ano de publicação: 2024 Tipo de documento: Article

Texto completo: 1 Base de dados: MEDLINE Assunto principal: Aprendizagem Baseada em Problemas Limite: Female / Humans / Male Idioma: En Ano de publicação: 2024 Tipo de documento: Article