Objective To understand the application and impact assessment of case-based learning (CBL) in the standardized training of Urology residents. Methods A retrospective analysis was carried out on the teaching effect of 76 trainees participated in the standardized training of Urology residents in the First Affiliated Hospital of Nanjing Medical University from September 2018 to December 2020. Among them, there were 37 trainees included before September 2019, and 39 trainees after September 2019, of which the latter part of trainees were classified as the CBL group. Furthermore, the teaching effect was evaluated through the "three basic theory" test and practical skill assessment. Results The average score of theoretical assessment results in the CBL group was significantly higher than that in the traditional teaching group (90.7 ± 4.1vs. 83.6 ± 3.7; P < 0.001). Meanwhile, the average score of skill operation assessment results in the CBL group was also obviously higher than that in the traditional teaching group (75.2 ± 7.5 vs. 65.8 ± 9.6; P < 0.001). Conclusion The application of CBL exhibits positive impact on the standardized training of Urology residents, and greatly improves the trainees' learning interest and learning ability.

Shangqian Wang, Gong Cheng. Application and Impact Assessment of Case-based Learning in the Standardized Training of Urology Residents. Frontiers in Educational Research (2022) Vol. 5, Issue 17: 60-64. https://doi.org/10.25236/FER.2022.051711.

[1] Pyle Elaine and Hung Woei. The role of subject presence type on student motivation in a PBL learning environment. [J]. Advances in health sciences education: theory and practice, 2019, 24(4): 643-663.

[2] Virk Amrit and Mahajan Rajiv and Singh Tejinder. Conceptualizing problem-based learning: An overview [J]. International Journal of Applied and Basic Medical Research, 2022, 12(1): 1-3.

[3] Yan yan Li and Chuan wei Zhou and Xiang ming Wang. PBL Pedagogy in the Chinese Clinical Training: A Meta-analysis Short Title: PBL in Chinese Clinical Training; [J]. American Journal of Educational Research, 2016, Volume 4(Issue 13): 970-975.

[4] Mabley Seren and Ventura Medina Esther and Anderson Anthony. ‘I'm lost’ – a qualitative analysis of student teams' strategies during their first experience in problem-based learning [J]. European Journal of Engineering Education, 2020, 45(3): 329-348.

[5] Burke Joanne et al. Lessons learned from problem-based learning. [J]. The clinical teacher, 2020, 17(6): 719-722.

[6] Carrasco Gonzalo A and Behling Kathryn C and Lopez Osvaldo. Weekly team-based learning scores and participation are better predictors of successful course performance than case-based learning performance: role of assessment incentive structure. [J]. BMC medical education, 2021, 21(1): 521-521.

[7] Mattila Amy et al. Investigating Student Satisfaction and Perception in Clinical Reasoning Skills with Simulated Case-Based Learning as a Level I Fieldwork Experience [J]. AMERICAN JOURNAL OF OCCUPATIONAL THERAPY, 2021, 75

[8] Zhao Wanjun et al. The effectiveness of the combined problem-based learning (PBL) and case-based learning (CBL) teaching method in the clinical practical teaching of thyroid disease. [J]. BMC medical education, 2020, 20(1): 381-381.

[9] Tomeh Hanann et al. Self-motivation and self-direction in team-based and case-based learning. [J]. Journal of dental education, 2021, 85: 2007-2008.

[10] Das Sibadatta et al. Case-based learning: Modern teaching tool meant for present curriculum: A behavioral analysis from faculties' perspective [J]. Journal of Education and Health Promotion, 2021, 10(1): 372-372.