Teaching Reform of Clinical Medicine Gastroenterology Based on Case-Based Learning and Experiential Teaching Concepts

Abstract

Objective: To explore the value of the application of case-based learning (CBL) and experiential teaching concepts in the teaching reform of clinical medicine gastroenterology. Methods: 70 clinical medicine students who interned in the Department of Gastroenterology of our hospital from May 2022 to April 2023 were selected and divided into the control group and the study group of 35 each using the mean score method. The CBL teaching model was adopted in the control group and the CBL combined with experiential teaching model was adopted in the study group. At the end of the internship, Mini-CEX (mini-clinical evaluation exercise) scores, medical record writing scores, and teaching satisfaction surveys were applied to assess the teaching effects of the two groups. Results: All scores in the Mini-CEX evaluation scale of the students in the study group were higher than those of the control group (P < 0.05); the assessment scores of the students in the study group in the areas of chief complaint, history of other diseases, and psychiatric examination were significantly higher than those of the control group (P < 0.05); and the teaching satisfaction of the students in the study group was higher (94.29%) than that of the control group (71.43%), and the difference was statistically significant (P < 0.05). Conclusion: The teaching effect of clinical medicine gastroenterology based on CBL and experiential teaching concepts is good, which can effectively improve the theoretical and practical performance of interns and increase teaching satisfaction, and it is worth popularizing and applying in the practice of clinical teaching reform.