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A competency-based instructional design: A progressive blended case-based teaching method.

Pingyu Zhu1, Binglei Jiang2, Rong Lu3

  • 1Urology, Affiliated Hospital of North Sichuan Medical College, Nanchong, Sichuan, China.

Medicine
|August 19, 2025
PubMed
Summary
This summary is machine-generated.

A progressive blended case-based teaching model significantly improved medical students' clinical competencies compared to traditional lectures. This innovative approach enhances learning initiative and overall medical talent development.

Keywords:
based educationbased instructional designbased teachingcaseclinical competenciescompetencyoutcomeprogressive blended learning

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Area of Science:

  • Medical Education
  • Competency-Based Medical Education
  • Blended Learning

Background:

  • Competency-based medical education necessitates innovative teaching strategies.
  • Limited evidence exists on the combined effectiveness of blended and case-based learning approaches.
  • This study evaluated a progressive blended case-based teaching model for medical students.

Purpose of the Study:

  • To assess the effectiveness of a progressive blended case-based teaching model.
  • To enhance the clinical competencies of 5th-year medical students.
  • To compare a novel blended approach with traditional lecture-based instruction.

Main Methods:

  • 258 5th-year medical students were randomized into experimental (blended, n=123) and control (lecture, n=135) groups.
  • The experimental group used the "Rain Classroom" tool for pre-class, in-class, and post-class blended activities.
  • Mixed-methods analysis evaluated impacts on clinical competencies, focusing on final evaluation scores.

Main Results:

  • The experimental group achieved significantly higher post-test scores (85.6±5.0) than the control group (81.3±5.2).
  • Students in the experimental group reported significantly higher self-perceived competencies in 6 of 8 domains, including clinical skills and communication.
  • A higher proportion of students in the experimental group recognized positive impacts on competency development.

Conclusions:

  • The progressive blended case-based teaching method enhances medical students' learning initiative.
  • This model significantly improves the quality of medical talent development.
  • It facilitates continuous improvement in the clinical competencies of medical students.