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| Effect comparison of case-based collaborative learning and problem-based learning in clinical noviciate teaching of dermatology |
| WANG Lijuan GE Rui ZHOU Yan HAN Dan MOU Kuanhou MU Xin |
| Department of Dermatology, the First Affiliated Hospital of Xi′an Jiaotong University, Shaanxi Province, Xi′an 710061, China |
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Abstract Objective To compare the educational effectiveness of case-based collaborative learning (CBCL) and problem-based learning (PBL) in the clinical noviciate teaching of dermatology. Methods From January to December 2018, 32 undergraduate students of clinical majors were selected for clinical probation in the Department of Dermatology of the First Affiliated Hospital of Xi′an Jiaotong University, which was divided into CBCL teaching group (16 cases) and PBL teaching group (16 cases) by random number table method. After the end of clinical probation, the teaching effect of the two teaching modes in clinical probation of dermatology was evaluated comprehensively according to the theoretical examination results, the degree of clinical skill mastery and the teaching effect questionnaire scores. Results There were no significant differences in theoretical test scores and clinical skill proficiency between two group (P ＞ 0.05). However, for students with lower than average scores in previous exams, the theoretical exam scores of CBCL group were higher than those of PBL group, with statistically significant differences (P ＜ 0.05). The questionnaire showed that more students in CBCL group thought the teaching mode applied in teaching was interesting and highly engaged. Conclusion In clinical probation teaching of dermatology, CBCL teaching mode is more helpful to mobilize the enthusiasm and initiative of students with low academic performance in learning theoretical knowledge.
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