The Application of Joint Classroom Discussion Case-Based Learning Teaching Method in the Field of Urology
Muhammad Abbas *
The First Affiliated Hospital of Hebei North University, Hebei Province, China.
Chen Huaian
The First Affiliated Hospital of Hebei North University, Hebei Province, China.
Zhao Guobin
The First Affiliated Hospital of Hebei North University, Hebei Province, China.
Zhang Chao
The First Affiliated Hospital of Hebei North University, Hebei Province, China.
Sibghat Ullah
Medical Teaching Institute and Hospital Dera Ismail Khan, Pakistan.
Kashif Javid
Mayo Hospital Lahore, Pakistan.
*Author to whom correspondence should be addressed.
Abstract
In teaching poses significant challenges for clinical doctors and medical students. Students frequently struggle to apply theoretical knowledge in real clinical contexts. We explore the joint discussion of flipped classroom in urological surgery theory teaching case-based learning (CBL) applies effects. This study aims to assess the effectiveness of integrating Case-Based Learning (CBL) with a Flipped Classroom (FC) approach in the context of nephrology bedside teaching.
Methods: Select students from International Education College of Hebei North University and Lahore University from June to September 2021.
Classes 1 to 4 of the 2018 clinical medicine undergraduate students belonging to the hospital were selected as the research subjects. There were 160 students in total, and 80 students were randomly selected as the experimental group. The flipped classroom joint discussion The CBL teaching method is used when teaching lectures. The process prepares teaching cases for teachers, writes courseware, and enables students to study independently before class. practice, classroom discussion-based CBL teaching, and after-class review; 80 students served as the control group, adopting pre-class preview. Teacher’s explanation; after-class review; after-class homework traditional teaching model. Examination and questionnaire will be conducted after the urinary system theory lecture. Survey students' satisfaction with this teaching model.
Results and Test Scores of the Experimental Group: The score of (91.52±4.78) was higher than that of the control group (83.76±3.52), and the difference was statistically significant. Economic significance (P ＜ 0.05); the score of case analysis questions (25.87±0.54) is higher than the score of the control group (21.46±0.76); the difference was statistically significant (P ＜ 0.05); Moreover, the proportion of people with test scores of 80 and 90 or above in the experimental group was also higher than the control group (P ＜ 0.05). The experimental group is improving its independent learning ability and strengthening clinical practice. Cultivate clinical thinking ability, improve the ability to analyze and solve clinical problems, and strengthen understanding and memory of knowledge points, strengthening teamwork skills, strengthening teacher-student interaction, The satisfaction of these 7 items of this teaching model is higher than that of the control group (P ＜ 0.05); in terms of taking up spare time and increasing their study load, the students in the experimental group. The degree of dissatisfaction was higher than that of the control group (P ＜ 0.05).
Conclusion: Joint discussion on flipped classrooms. The theory-based CBL teaching method has significantly improved the quality of teaching and has made a significant contribution to the medical teaching model. The exploration has certain reference value and can guide the reform of medical teaching.
Keywords: Case-based teaching method, flipped classroom, teaching reform, teaching evaluation, medical theory, urology