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| Application of CBL combined with intensive situational simulationteaching method to “4 + 4” eight-year pediatric medical education |
| LIU Tingting, LI Huajun, CHEN Yi, GE Xin, ZHU Yaju, HE Kejun, ZHAO Dongying, SUN Jing, YAN Weihui, LIU Haipei, QIAN Jihong |
| Department of Pediatrics, Xinhua Hospital, Shanghai Jiao Tong University School of Medicine, Shanghai 200092, China |
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Abstract Objective To study the effect of case-based learning （CBL）combined with situational simulation teaching method to “4＋ 4”eight-year pediatric medical education. Methods A total of 147 students of “4＋ 4”eight-year medical education from 2012 to 2019 , in the Department of Pediatrics, Xinhua Hospital, Shanghai Jiao Tong University School of Medicine, were selected. The students of 2012 to 2015 were selected as control group （ n=59）and students of 2016 to 2019 were selected as observation group （ n=88）. The students in the control group were taught by CBL combined with traditional situational simulation teaching method, and the students in the observation group were taught by CBL combined with intensive situational simulation teaching method, respectively. The two groups were assessed by theoretical examination, CBL case analysis scoring, and situational simulation assessment. The teaching satisfaction survey was conducted after the course. Results Theoretical score in the observation group was significantly higher than that of the control group （ P<0.05） . Theoretical knowledge, logical ability of case analysis, clinical diagnosis, standardization of differential diagnosis, language expression ability, teamwork, and learning interest in the observation group were significantly higher than those of the control group （ P<0.05） . The scores of teamwork, ability of doctor-patient communication, combination of clinic and theory, and first aid ability in the situational simulation assessment of the observation group were significantly higher than those of the control group （ P<0.05） . Questionnaire showed that the overall course satisfaction of the observation group was obviously
higher than that of the control group （ P<0.05） . Conclusion Compared to traditional method, CBL combined with intensive situational simulation teaching method improves pediatric basic and clinical ability, stimulates learning interest, and enhances doctor-patient communication and teamwork ability, which is worthy of application.
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