Evaluation of the case-based learning and team-based learning combined pedagogy in laboratory diagnostics_West China Medical Journal

Authors：

TANG Wenjiao ¹ , YAN Zhe ² , LIAO Zenglin ³ ,  ZUO Chuan ^4,5

1. Department of Hematology, West China Hospital, Sichuan University, Chengdu, Sichuan 610041, P. R. China;
2. Department of Endocrinology and Metabolism, West China Hospital, Sichuan University, Chengdu, Sichuan 610041, P. R. China;
3. Department of Respiratory and Critical Care Medicine, West China Hospital, Sichuan University, Chengdu, Sichuan 610041, P. R. China;
4. Department of Rheumatology and Immunology, West China Hospital, Sichuan University, Chengdu, Sichuan 610041, P. R. China;
5. Division of Diagnostics, West China Hospital / West China School of Medicine, Sichuan University, Chengdu, Sichuan 610041, P. R. China;

Corresponding author：

ZUO Chuan, Email: zcsiren@163.com

Keywords：

Laboratory diagnostics; case-based learning; team-based learning; teaching efficiency; learning engagement; autonomic learning; teamwork

DOI：

10.7507/1002-0179.202407151

Video：

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Objective To evaluate the teaching effect of case-based learning (CBL) combined with team-based learning (TBL) pedagogy in laboratory diagnostics education. Methods The data of the undergraduate clinical-medical students who completed the laboratory diagnostics course between September 2021 and July 2023 at West China School of Medicine of Sichuan University were retrospectively collected. Among them, the undergraduates of grade 2020 adopted the CBL+TBL combined pedagogy, while the undergraduates of grade 2019 assumed the traditional lecture-based learning (LBL) teaching method. Based on the cluster sampling method with the whole grade as the sampling unit, comparative effectiveness was assessed via examination scores and questionnaire feedback. Results A total of 303 students received the CBL+TBL teaching method (CBL+TBL group), while 289 students received the LBL teaching method (LBL group). Compared with the LBL group, the CBL+TBL group had higher scores on the clinical case discussion (90.28±4.05 vs. 88.39±5.19, P<0.001) while lower scores on the theoretical quiz (83.89±12.55 vs. 88.77±10.46, P<0.001). The overall performance of the CBL+TBL group was worse than the LBL group (61.28±3.83 vs. 61.98±3.98, P=0.028). A total of 161 valid copies of questionnaire were collected from the CBL+TBL group. Among them, more than 70% of the students believed that CBL+TBL pedagogy could improve learning motivation, independent learning ability, and team communication and assistance ability. Compared with the LBL teaching mode, 74.5% of the students preferred the CBL+TBL pedagogical approach. Conclusion The CBL+TBL pedagogy can help to improve autonomic learning, teamwork, and problem-solving ability, and a combination with LBL teaching may be utilized to enhance theoretical scores.

Citation： TANG Wenjiao, YAN Zhe, LIAO Zenglin, ZUO Chuan. Evaluation of the case-based learning and team-based learning combined pedagogy in laboratory diagnostics. West China Medical Journal, 2025, 40(8): 1303-1308. doi: 10.7507/1002-0179.202407151 Copy

1.	徐子真, 李擎天, 刘湘帆, 等. 实验诊断学在线课程的建立和实践. 诊断学理论与实践, 2022, 21(4): 547-550.
2.	徐春晖, 朱国庆. 基于真实世界病例图像实验诊断教学研究. 中国继续医学教育, 2022, 14(3): 164-168.
3.	罗艺, 喻明霞, 潘运宝, 等. 实验诊断学 MOOC-CBL 教学体验式学习新模式的思考. 基础医学教育, 2023, 25(4): 334-337.
4.	温军机, 张春娥. PBL 教学法在内科诊断学实验教学中的应用. 中国继续医学教育, 2023, 15(20): 53-56.
5.	Chan WP, Hsu CY, Hong CY. Innovative “Case-Based Integrated Teaching” in an undergraduate medical curriculum: development and teachers’ and students’ responses. Ann Acad Med Singap, 2008, 37(11): 952-956.
6.	易智慧, 左川, 邓蓓, 等. 案例教学法应用于消化性疾病模块教学探讨. 华西医学, 2014, 29(12): 2364-2367.
7.	凌南, 张旭. CBL 联合微课教学在神经外科教学中的应用效果. 现代医药卫生, 2023, 39(23): 4116-4119.
8.	蔺鹏阳, 魏志梁, 杨旭龙, 等. CBL 联合 PBL 教学法在心血管病学教学中的应用. 卫生职业教育, 2023, 41(23): 56-58.
9.	李怡素, 潘诗琪, 李楠楠, 等. MDT 联合 CBL 教学法在八年制内科学实践教学中的应用研究. 中国继续医学教育, 2023, 15(22): 32-37.
10.	李伟栩, 刘笑, 张宇杰. TBL 教学法在骨科见习生临床专科查体教学中的应用. 中国继续医学教育, 2023, 15(17): 98-101.
11.	邱红渝, 赵生美, 左川, 等. TBL 教学模式应用于泌尿系统整合课程的探索. 中国继续医学教育, 2022, 14(7): 42-46.
12.	傅琳娜, 高琴琰, 曹芝君, 等. 以团队为基础的学习(TBL)在临床教学中的应用与展望. 继续医学教育, 2020, 34(2): 4-7.
13.	Fatmi M, Hartling L, Hillier T, et al. The effectiveness of team-based learning on learning outcomes in health professions education: BEME Guide No.30. Med Teach, 2013, 35(12): e1608-e1624.
14.	罗进梅, 陈晓萍, 林晖, 等. 探讨整合教学模式在实验诊断学病例讨论中的应用和价值——任务驱动法、CBL、PBL 及 LBL 多种教学方法整合. 教育教学论坛, 2022(46): 141-144.
15.	关秀茹, 金英玉, 蒋丽鑫, 等. PBL 与 CBL 教学法在留学生实验诊断教学的应用探讨. 中国继续医学教育, 2020, 12(3): 1-3.
16.	任铁丽. PBL 联合 LBL 教学模式在实验诊断学教学中的应用. 中国继续医学教育, 2020, 12(24): 23-25.
17.	叶王蓓. 以例教学: 课堂案例教学设计与实践路径. 上海教育科研, 2022(9): 82-87.
18.	张颖, 常淑云, 毕丹丹, 等. 教育现代化视域下高校 PBL-TBL-CBL 三轨融合教学模式的价值意蕴及实践理路. 当代教研论丛, 2023, 9(11): 23-27.
19.	徐琳, 肖静怡. 关于本科流行病学课程 CBL 教学法的思考. 继续医学教育, 2023, 37(10): 53-56.
20.	罗宁斌, 赵阳, 金观桥, 等. 浅谈 Seminar——案例教学法在医学影像学临床教学中的应用. 中国继续医学教育, 2017, 9(4): 31-32.
21.	周婧, 柳华, 沈炜亮, 等. 以团队为基础的学习(TBL)在医学高等教育中的应用分析. 中国高等医学教育, 2020(10): 1-2.

1. 徐子真, 李擎天, 刘湘帆, 等. 实验诊断学在线课程的建立和实践. 诊断学理论与实践, 2022, 21(4): 547-550.
2. 徐春晖, 朱国庆. 基于真实世界病例图像实验诊断教学研究. 中国继续医学教育, 2022, 14(3): 164-168.
3. 罗艺, 喻明霞, 潘运宝, 等. 实验诊断学 MOOC-CBL 教学体验式学习新模式的思考. 基础医学教育, 2023, 25(4): 334-337.
4. 温军机, 张春娥. PBL 教学法在内科诊断学实验教学中的应用. 中国继续医学教育, 2023, 15(20): 53-56.
5. Chan WP, Hsu CY, Hong CY. Innovative “Case-Based Integrated Teaching” in an undergraduate medical curriculum: development and teachers’ and students’ responses. Ann Acad Med Singap, 2008, 37(11): 952-956.
6. 易智慧, 左川, 邓蓓, 等. 案例教学法应用于消化性疾病模块教学探讨. 华西医学, 2014, 29(12): 2364-2367.
7. 凌南, 张旭. CBL 联合微课教学在神经外科教学中的应用效果. 现代医药卫生, 2023, 39(23): 4116-4119.
8. 蔺鹏阳, 魏志梁, 杨旭龙, 等. CBL 联合 PBL 教学法在心血管病学教学中的应用. 卫生职业教育, 2023, 41(23): 56-58.
9. 李怡素, 潘诗琪, 李楠楠, 等. MDT 联合 CBL 教学法在八年制内科学实践教学中的应用研究. 中国继续医学教育, 2023, 15(22): 32-37.
10. 李伟栩, 刘笑, 张宇杰. TBL 教学法在骨科见习生临床专科查体教学中的应用. 中国继续医学教育, 2023, 15(17): 98-101.
11. 邱红渝, 赵生美, 左川, 等. TBL 教学模式应用于泌尿系统整合课程的探索. 中国继续医学教育, 2022, 14(7): 42-46.
12. 傅琳娜, 高琴琰, 曹芝君, 等. 以团队为基础的学习(TBL)在临床教学中的应用与展望. 继续医学教育, 2020, 34(2): 4-7.
13. Fatmi M, Hartling L, Hillier T, et al. The effectiveness of team-based learning on learning outcomes in health professions education: BEME Guide No.30. Med Teach, 2013, 35(12): e1608-e1624.
14. 罗进梅, 陈晓萍, 林晖, 等. 探讨整合教学模式在实验诊断学病例讨论中的应用和价值——任务驱动法、CBL、PBL 及 LBL 多种教学方法整合. 教育教学论坛, 2022(46): 141-144.
15. 关秀茹, 金英玉, 蒋丽鑫, 等. PBL 与 CBL 教学法在留学生实验诊断教学的应用探讨. 中国继续医学教育, 2020, 12(3): 1-3.
16. 任铁丽. PBL 联合 LBL 教学模式在实验诊断学教学中的应用. 中国继续医学教育, 2020, 12(24): 23-25.
17. 叶王蓓. 以例教学: 课堂案例教学设计与实践路径. 上海教育科研, 2022(9): 82-87.
18. 张颖, 常淑云, 毕丹丹, 等. 教育现代化视域下高校 PBL-TBL-CBL 三轨融合教学模式的价值意蕴及实践理路. 当代教研论丛, 2023, 9(11): 23-27.
19. 徐琳, 肖静怡. 关于本科流行病学课程 CBL 教学法的思考. 继续医学教育, 2023, 37(10): 53-56.
20. 罗宁斌, 赵阳, 金观桥, 等. 浅谈 Seminar——案例教学法在医学影像学临床教学中的应用. 中国继续医学教育, 2017, 9(4): 31-32.
21. 周婧, 柳华, 沈炜亮, 等. 以团队为基础的学习(TBL)在医学高等教育中的应用分析. 中国高等医学教育, 2020(10): 1-2.

West China Medical Journal

Evaluation of the case-based learning and team-based learning combined pedagogy in laboratory diagnostics

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