Frontiers in Educational Research, 2022, 5(17); doi: 10.25236/FER.2022.051711.
Shangqian Wang, Gong Cheng
Urology Department, The First Affiliated Hospital of Nanjing Medical University, Nanjing, 210029, China
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.
Case-based learning; Standardized training of Urology residents; Urology Surgery
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.
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