Comparison of case-based learning and traditional method in teaching postgraduate students of medical oncology

Purpose: Case-based learning (CBL) is now used as a teaching strategy to promote clinical problem-solving ability. The purpose of this study was to determine whether CBL is superior to the traditional teaching method in teaching lung cancer curriculum to oncology students. Methods: This study was a...

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Bibliographic Details
Published in:Medical teacher Vol. 41; no. 10; pp. 1124 - 1128
Main Authors: Bi, Minghong, Zhao, Zhibiao, Yang, Jingru, Wang, Yaping
Format: Journal Article
Language:English
Published: England Taylor & Francis 03.10.2019
Taylor & Francis Ltd
Subjects:
Ability
Academic achievement
Adult
Attitude of Health Personnel
Cancer
Clinical training
Clinical trials
College students
Control Groups
Curricula
Education, Medical, Graduate - methods
Graduate students
Groups
Humans
Internship and Residency
Learning
Lung cancer
Male
Medical Oncology - education
Medical students
Oncology
Problem solving
Problem-Based Learning - methods
Questionnaires
Satisfaction
Self-efficacy
Students
Students, Medical - psychology
Surveys and Questionnaires
Teaching
Teaching methods
Young Adult
ISSN:0142-159X, 1466-187X, 1466-187X
Online Access:Get full text
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Summary:Purpose: Case-based learning (CBL) is now used as a teaching strategy to promote clinical problem-solving ability. The purpose of this study was to determine whether CBL is superior to the traditional teaching method in teaching lung cancer curriculum to oncology students. Methods: This study was a randomized controlled trial, enrolled 80 first-year oncology postgraduates from Bengbu medical college in the past 3 years. They were randomized to divide into 2 groups, had courses with the same lung cancer contents and timing. The experimental group (n = 40) utilized the CBL method while the control group (n = 40) used the traditional lecture-based teaching method. A questionnaire was used to attain the students' learning satisfaction and self-efficacy of the course, and a post-study examination was used to assess end-of-course performance. Results: Complete data were obtained from participating students (n = 40 in CBL; n = 40 in traditional teaching). The CBL group performed significantly better in questionnaire and examination compared to traditional teaching groups. Students showed high levels of satisfaction and problem-solving ability in the CBL group. Conclusion: Compared with the traditional teaching method. The case teaching method is a more effective teaching method to improve the ability of problem-solving for graduate students in medical oncology.
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ISSN:0142-159X
1466-187X
1466-187X
DOI:10.1080/0142159X.2019.1617414