Abstract
Objectives
This study aimed to evaluate the effectiveness and efficiency of competency-oriented clinical laboratory teaching combined with case-based learning (CBL) and improve the examination of students’ competence of laboratory medicine.
Methods
A total of 107 medical laboratory medicine interns at the Affiliated Hospital of Xuzhou Medical University from June 2017 to July 2019 volunteered to participate in the study and were randomly assigned into a control group with training of the traditional teacher-centered method, and an experimental group under a CBL teaching program. Student basic theory tests and skill assessment were designed to evaluate what the students gained from their internship when they completed their studies at the Affiliated Hospital of Xuzhou Medical University.
Results
Compared to students in the control group taught with the teacher-centered method, those in the CBL teaching program had significantly higher theory test scores and skill assessment scores on average. Competencies with particularly significant improvement included identification and processing of instrument alarm information, analysis of test results, identification and solution of the problem, as well as identification and reporting of the critical value and clinical communication.
Conclusions
The competency-oriented teaching method combined with CBL is an effective method for improving students’ professional knowledge, increasing language expression, and enhancing interpersonal relationship and teamwork, which is worthy of being promoted in laboratory medicine teaching.
Funding source: Xuzhou Medical University
Award Identifier / Grant number: Xjyylzx202003
-
Research funding: This work was supported by the grant from the Xuzhou Medical University (No. Xjyylzx202003).
-
Author contributions: Hongchun Li and Jingfang Sun designed the research, analyzed the data, and wrote and revised the draft. Yuan Zhou, Shuang Ding, Yi Guo and Qingqing Jiang participated in the whole teaching process. Shibao Li and Ping Ma designed the research, reviewed and edited the paper. All authors have accepted responsibility for the entire content of this manuscript and approved its submission.
-
Competing interests: Authors state no conflict of interest.
-
Informed consent: Yes.
-
Ethical approval: The study was approved by the Institutional Review Board and Ethics Committee of the Affiliated Hospital of Xuzhou Medical University.
References
1. Frank, JR, Snell, L, Sherbino, J. CanMEDS 2015 physician competency framework. Ottawa: Royal College of Physicians and Surgeons of Canada; 2015.Search in Google Scholar
2. Li, X, Xie, F, Li, X, Li, G, Chen, X, Lv, J, et al.. Development, application, and evaluation of a problem-based learning method in clinical laboratory education. Clin Chim Acta 2020;510:681–4. https://doi.org/10.1016/j.cca.2020.08.037.Search in Google Scholar
3. Faisal, R, Khalil-ur-Rehman, Bahadur, S, Shinwari, L. Problem-based learning in comparison with lecture-based learning among medical students. J Pakistan Med Assoc 2016;66:650–3.Search in Google Scholar
4. Bi, M, Zhao, Z, Yang, J, Wang, Y. Comparison of case-based learning and traditional method in teaching postgraduate students of medical oncology. Med Teach 2019;41:1124–8. https://doi.org/10.1080/0142159x.2019.1617414.Search in Google Scholar
5. Kaur, G, Rehncy, J, Kahal, KS, Singh, J, Sharma, V, Matreja, PS, et al.. Case-based learning as an effective tool in teaching pharmacology to undergraduate medical students in a large group setting. J Med Educ Curric Dev 2020;7:1–6. https://doi.org/10.1177/2382120520920640.Search in Google Scholar
6. Benning, NH, Knaup, P. Development of a research-based teaching course as blended-learning format in a medical informatics program. Stud Health Technol Inf 2019;264:1909–10.Search in Google Scholar
7. Guo, Y, Xie, J, Luo, H, Li, X, Yang, J, Xuan, Q, et al.. Using mind maps to improve medical student performance in a pharmacology course at Kunming Medical University. J Coll Phys Surg Pakistan 2017;27:404–8.Search in Google Scholar
8. Zhao, W, He, L, Deng, W, Zhu, J, Su, A, Zhang, Y. The effectiveness of the combined problem-based learning (PBL) and case-based learning (CBL) teaching method in the clinical practical teaching of thyroid disease. BMC Med Educ 2020;20:381. https://doi.org/10.1186/s12909-020-02306-y.Search in Google Scholar
9. Plebani, M, Laposata, M, Lippi, G. A manifesto for the future of laboratory medicine professionals. Clin Chim Acta 2019;489:49–52. https://doi.org/10.1016/j.cca.2018.11.021.Search in Google Scholar
© 2021 Walter de Gruyter GmbH, Berlin/Boston
