Using case-based learning supported by role-playing situational teaching method in endocrine physiology education

Area of Science:

• Medical Education
• Physiology Teaching
• Pedagogical Innovation

Background:

• Integrating clinical relevance into preclinical basic science education is crucial.
• Traditional case-based learning (CBL) may lack structured application and lead to unfocused discussions.
• A novel approach is needed to enhance the preclinical learning experience.

Purpose of the Study:

• To modify case-based learning (CBL) using a role-playing situational teaching method.
• To assess the impact of this modified CBL on student feedback and learning outcomes.
• To evaluate its potential for preclinical medical curricula.

Main Methods:

• A cohort of 176 sophomore medical students was divided into control (traditional hybrid teaching) and experimental (role-playing situational teaching) groups.
• The experimental group engaged in a 1-week online preparation for a hyperthyroidism scenario, followed by in-class role-playing, presentations, and discussions.
• Learning effects were assessed via posttests and questionnaire surveys.

Main Results:

• No significant difference in overall test scores between groups.
• The experimental group showed a significantly higher rate of excellence (high scores).
• Online self-directed learning engagement and positive student attitudes toward the method were significantly improved.

Conclusions:

• Case-based learning modified with role-playing situational teaching effectively encourages active learning.
• This pedagogical approach enhances the application of basic physiology knowledge.
• The method shows promise for preclinical curricula to better connect theory with clinical practice.