AIM To investigate the effects of modified lecture-based learning (LBL) plus problem-based learning (PBL) combined with mini-clinical evaluation exercises (Mini-CEX) in clinical practice teaching of cardiosurgery.
METHODS Eighty intern students in our department of cardiosurgery from Jun. 2019 to Jun. 2021 were selected and they were randomized into LPL-PBL (LP) group (n=40) and LBL+PBL+Mini-CEX (LPM) group (n=40). The scores of Mini-CEX were compared between rotation to the department (T1), 1 week of rotation (T2), and 2 weeks of rotation (T3) in the students of LPM group, and the theory examination scores and clinical skill performance scores (including medical history collecting and writing ability, physical examination, medical lab examination and test analysis ability, and basic surgical skill performance) were compared between LP group and LPM group. The students’ satisfaction of the teaching modes in the two groups was investigated by questionnaire.
RESULTS In LPM group, the Mini-CEX rating scales in T2 and T3 were increased to varying degrees compared with those in T1. All indexes in T3 achieved excellence level and the rating scores were significantly enhanced compared with those in T1 (P<0.05). The theory examination scores and clinical skill performance scores (including medical history collecting and writing ability, physical examination, medical lab examination and test analysis ability) were in LPM group were markedly higher than those in LP group, with statistically significant difference (P<0.05). However, no statistical differences in the basic surgical skill performance was found between the two groups. Additionally, the satisfaction of students in LPM group was significantly higher than that in LP group (P<0.05).
CONCLUSION The modified LBL-PBL combined with Mini-CEX further improves the clinical comprehensive abilities of intern students in cardiosurgery. The present study provides a novel avenue for the improvement of clinical teaching methods.
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