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Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
Published on: December 9, 2022
"Internet+" Case-Based Learning Improves Perceived Learning Gains and Teaching Satisfaction in an Integrated Medical
Haoyuan Hu1,2,3,4, Jiale Wang1,2,3,4, Xinqi Wang1,2,3,4
1Cardiovascular Hospital, Renmin Hospital of Wuhan University, Wuhan, China.
Summary
Internet-enhanced case-based learning (CBL) improved medical students' satisfaction and learning gains in Clinical Pathophysiology & Therapeutics courses. However, it also increased workload, indicating a need for optimized blended learning approaches.
Area of Science:
- Medical Education
- Digital Health
- Pedagogy
Background:
- The integration of "Internet+" technologies is transforming medical education.
- Case-based learning (CBL) is a key student-centered approach in integrated curricula like Clinical Pathophysiology & Therapeutics (CPPT).
- The comparative effectiveness of "Internet+" CBL versus traditional CBL in CPPT is not well-established.
Purpose of the Study:
- To compare "Internet+" CBL and traditional CBL regarding teaching satisfaction and perceived learning gains in CPPT.
- To provide empirical evidence to inform educational reform in medical training.
- To evaluate student perceptions of workload and interaction in both CBL modalities.
Main Methods:
- A within-subject comparative survey design was employed.
- Fourth-year undergraduate medical students with experience in both CBL modalities participated.
- The adapted Students' Evaluations of Educational Quality (SEEQ) questionnaire assessed outcomes, with data analyzed using paired t tests or Wilcoxon matched-pairs signed rank tests for 180 valid responses.
Main Results:
- "Internet+" CBL significantly outperformed traditional CBL in overall teaching satisfaction, knowledge application, and skill development (information analysis, teamwork).
- Students reported a higher learning burden with "Internet+" CBL.
- Both methods faced challenges in pre-class question initiation and teacher-student interaction.
Conclusions:
- "Internet+" CBL enhances learning gains and satisfaction in medical students, despite increased workload.
- Blended CBL approaches are recommended for integrated medical curricula.
- Further optimization is needed to address pre-class engagement and interaction challenges in "Internet+" CBL.
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