{"title":"临床路径与案例学习在儿科心脏病住院医师培训中的应用。","authors":"Junjun Shen, Qin-Chang Chen, Jun-Jie Li","doi":"10.2147/AMEP.S539059","DOIUrl":null,"url":null,"abstract":"<p><strong>Background: </strong>Residency training provides systematic, competency-based education for medical graduates. Although specialised knowledge and clinical skills are crucial in pediatric cardiology, training in China is often limited to 2-3 months with lecture-heavy approaches. We explored integrating clinical pathway(CP) and case-based learning (CBL) models to enhance training efficiency.</p><p><strong>Methods: </strong>The study involved 47 second-year pediatric trainees in Guangdong Provincial People's Hospital (2021-2024), randomly divided into a traditional teaching (TT) group and a CP-CBL group. Both groups underwent a 3-month training period, with no significant baseline differences (age: 21.6 ± 1.2 vs 22.1 ± 0.8 years; eight male trainees/group). The TT group received conventional lectures and ward-based learning. In the CP-CBL group, standardized instruction for common diseases was delivered through CP, whereas atypical/complex cases were taught with CBL. Both groups covered identical syllabus and duration. Outcomes were assessed through a theoretical test, case analysis, and an anonymous trainee questionnaire with a 5-point Likert scale. Group means were compared using Welch's t-tests (α = 0.05) in R software (significance level: p < 0.05).</p><p><strong>Results: </strong>Among 47 pediatric trainees, 24 (51.1%) were assigned to the CP-CBL group. No significant differences in age, experience, or prior CP-CBL exposure were observed between groups. All trainees completed the rotation exam. The CP-CBL group outperformed the TT group in comprehensive assessments (case analysis + theory exams), with 37.5% vs 4.3% of trainees scoring >90 points respectively. Trainees in the CP-CBL group reported higher satisfaction with learning interest (p < 0.01) and perceived skill improvement (p < 0.01), but no significant differences in course organisation (p = 0.49) or instructor performance (p = 0.79).</p><p><strong>Conclusion: </strong>In pediatric cardiology training, CP-CBL outperformed TT in both knowledge acquisition and learner engagement.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"1569-1578"},"PeriodicalIF":1.7000,"publicationDate":"2025-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12402422/pdf/","citationCount":"0","resultStr":"{\"title\":\"Application of Clinical Pathway and Case-Based Learning in Residency Training of Pediatric Cardiology.\",\"authors\":\"Junjun Shen, Qin-Chang Chen, Jun-Jie Li\",\"doi\":\"10.2147/AMEP.S539059\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Background: </strong>Residency training provides systematic, competency-based education for medical graduates. Although specialised knowledge and clinical skills are crucial in pediatric cardiology, training in China is often limited to 2-3 months with lecture-heavy approaches. We explored integrating clinical pathway(CP) and case-based learning (CBL) models to enhance training efficiency.</p><p><strong>Methods: </strong>The study involved 47 second-year pediatric trainees in Guangdong Provincial People's Hospital (2021-2024), randomly divided into a traditional teaching (TT) group and a CP-CBL group. Both groups underwent a 3-month training period, with no significant baseline differences (age: 21.6 ± 1.2 vs 22.1 ± 0.8 years; eight male trainees/group). The TT group received conventional lectures and ward-based learning. In the CP-CBL group, standardized instruction for common diseases was delivered through CP, whereas atypical/complex cases were taught with CBL. Both groups covered identical syllabus and duration. Outcomes were assessed through a theoretical test, case analysis, and an anonymous trainee questionnaire with a 5-point Likert scale. Group means were compared using Welch's t-tests (α = 0.05) in R software (significance level: p < 0.05).</p><p><strong>Results: </strong>Among 47 pediatric trainees, 24 (51.1%) were assigned to the CP-CBL group. No significant differences in age, experience, or prior CP-CBL exposure were observed between groups. All trainees completed the rotation exam. The CP-CBL group outperformed the TT group in comprehensive assessments (case analysis + theory exams), with 37.5% vs 4.3% of trainees scoring >90 points respectively. Trainees in the CP-CBL group reported higher satisfaction with learning interest (p < 0.01) and perceived skill improvement (p < 0.01), but no significant differences in course organisation (p = 0.49) or instructor performance (p = 0.79).</p><p><strong>Conclusion: </strong>In pediatric cardiology training, CP-CBL outperformed TT in both knowledge acquisition and learner engagement.</p>\",\"PeriodicalId\":47404,\"journal\":{\"name\":\"Advances in Medical Education and Practice\",\"volume\":\"16 \",\"pages\":\"1569-1578\"},\"PeriodicalIF\":1.7000,\"publicationDate\":\"2025-08-28\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12402422/pdf/\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Advances in Medical Education and Practice\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.2147/AMEP.S539059\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"2025/1/1 0:00:00\",\"PubModel\":\"eCollection\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION, SCIENTIFIC DISCIPLINES\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Advances in Medical Education and Practice","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.2147/AMEP.S539059","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2025/1/1 0:00:00","PubModel":"eCollection","JCR":"Q2","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
Application of Clinical Pathway and Case-Based Learning in Residency Training of Pediatric Cardiology.
Background: Residency training provides systematic, competency-based education for medical graduates. Although specialised knowledge and clinical skills are crucial in pediatric cardiology, training in China is often limited to 2-3 months with lecture-heavy approaches. We explored integrating clinical pathway(CP) and case-based learning (CBL) models to enhance training efficiency.
Methods: The study involved 47 second-year pediatric trainees in Guangdong Provincial People's Hospital (2021-2024), randomly divided into a traditional teaching (TT) group and a CP-CBL group. Both groups underwent a 3-month training period, with no significant baseline differences (age: 21.6 ± 1.2 vs 22.1 ± 0.8 years; eight male trainees/group). The TT group received conventional lectures and ward-based learning. In the CP-CBL group, standardized instruction for common diseases was delivered through CP, whereas atypical/complex cases were taught with CBL. Both groups covered identical syllabus and duration. Outcomes were assessed through a theoretical test, case analysis, and an anonymous trainee questionnaire with a 5-point Likert scale. Group means were compared using Welch's t-tests (α = 0.05) in R software (significance level: p < 0.05).
Results: Among 47 pediatric trainees, 24 (51.1%) were assigned to the CP-CBL group. No significant differences in age, experience, or prior CP-CBL exposure were observed between groups. All trainees completed the rotation exam. The CP-CBL group outperformed the TT group in comprehensive assessments (case analysis + theory exams), with 37.5% vs 4.3% of trainees scoring >90 points respectively. Trainees in the CP-CBL group reported higher satisfaction with learning interest (p < 0.01) and perceived skill improvement (p < 0.01), but no significant differences in course organisation (p = 0.49) or instructor performance (p = 0.79).
Conclusion: In pediatric cardiology training, CP-CBL outperformed TT in both knowledge acquisition and learner engagement.