Application of the teacher-student integrated case-based learning in the clinical thinking training of medical undergraduates

AIM  To explore the application effect of teacher-student integrated case teaching method in the cultivation of clinical thinking ability of undergraduate medical students under the background of curriculum integration.

METHOD  Eighty undergraduate medical students who studied at the Second Affiliated Hospital of Air Force Medical University from January 2023 to August 2023 were randomly divided into an experimental group (using a teacher-student integrated case teaching method, n=40) and a control group (using a traditional case teaching method, n=40). Compare the clinical thinking ability assessment scores and subjective evaluations of two groups of students. The data analysis was conducted using SPSS 25.0 for t-test and chi square test.

RESULTS  The clinical thinking ability assessment scores of the experimental group students were significantly higher than those of the control group students (P<0.05); Both teaching methods are popular among students, but compared with traditional teaching methods, the teacher-student integrated case-based teaching method can significantly stimulate students' learning enthusiasm, strengthen the connection between theory and clinical practice, help students master overall knowledge, and exercise logical thinking (P<0.05).

CONCLUSION  The teacher-student integrated case teaching method is significantly better than the traditional case teaching method in cultivating students’ clinical thinking ability and is worthy of further promotion.