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Seminar-case learning model improves clinical teaching: a prospective randomized controlled trial.

Peiyuan Li1, Bin Zeng1, Xuanmin Chen1

  • 1Department of Gastroenterology, The First Affiliated Hospital of University of South China, Hengyang, Hunan, China.

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The seminar-case learning model improved graduate students' clinical skills and satisfaction in gastroenterology more than traditional lectures. While theoretical scores were similar, case analysis and engagement were significantly better with the new model.

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Area of Science:

  • Medical Education
  • Gastroenterology Training
  • Pedagogy in Graduate Studies

Background:

  • Traditional lecture-based learning is standard for graduate medical education.
  • Assessing novel teaching methods is crucial for improving learning outcomes.
  • The seminar-case learning model offers a potentially more engaging approach.

Purpose of the Study:

  • To compare the efficacy of the seminar-case learning model against traditional lectures.
  • To evaluate student outcomes in a gastroenterology curriculum for first-year graduate students.
  • To determine if the seminar-case model enhances learning compared to conventional methods.

Main Methods:

  • A prospective randomized controlled trial involving 92 first-year postgraduate students.
  • Two groups: seminar-case learning (n=50) vs. traditional lecture (n=42) for 8 weeks.
  • Assessment via theoretical tests, case analysis tests, and anonymous questionnaires.

Main Results:

  • No significant difference in theoretical test scores between groups (P=0.17).
  • Seminar-case group showed significantly higher case analysis scores (P<0.05).
  • Experimental group reported higher interest, motivation, understanding, clinical thinking, and classroom atmosphere (P<0.05), but also felt more burdened.

Conclusions:

  • The seminar-case learning model demonstrates superior efficacy compared to traditional methods.
  • This model enhances student outcomes and satisfaction in gastroenterology training.
  • It effectively bridges the gap between theoretical knowledge and clinical application.