AIM To evaluate the application of case-based learning (CBL) in cardiovascular surgery clinical teaching for international undergraduates.
METHODS Twenty international medical undergraduates of 2014 Grade in Xi’an Jiaotong University were selected and randomly divided into control group (traditional teaching mode, n=10) and CBL teaching group (n=10). Grouped discussion with a typically selected case was used in CBL teaching group throughout pre-operative, intra-operative and post-operative stages, while PPT-based teaching was used in control group. After clinical teaching, the teaching effects of the two groups were evaluated by expertise level and case analysis ability. Satisfaction survey was also conducted in students using questionnaire.
RESULTS Students in CBL teaching group were doing significantly better in terms of expertise level and case analysis ability than the students in control group. The questionnaire survey results showed that the students in CBL teaching group were significantly more satisfied with clinical teaching than the students in control group (all P<0.05).
CONCLUSION CBL teaching is more easily accepted by international students and can significantly improve the effects of cardiovascular surgery clinical teaching.
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