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, 劉湘帆, 等. 實驗診斷學在線課程的建立和實踐. 診斷學理論與實踐, 2022, 21(4): 547-550.
2.	徐春暉, 朱國慶. 基于真實世界病例圖像實驗診斷教學研究. 中國繼續醫學教育, 2022, 14(3): 164-168.
3.	羅藝, 喻明霞, 潘運寶, 等. 實驗診斷學 MOOC-CBL 教學體驗式學習新模式的思考. 基礎醫學教育, 2023, 25(4): 334-337.
4.	溫軍機, 張春娥. PBL 教學法在內科診斷學實驗教學中的應用. 中國繼續醫學教育, 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, 鄧蓓, 等. 案例教學法應用于消化性疾病模塊教學探討. 華西醫學, 2014, 29(12): 2364-2367.
7.	凌南, 張旭. CBL 聯合微課教學在神經外科教學中的應用效果. 現代醫藥衛生, 2023, 39(23): 4116-4119.
8.	藺鵬陽, 魏志梁, 楊旭龍, 等. CBL 聯合 PBL 教學法在心血管病學教學中的應用. 衛生職業教育, 2023, 41(23): 56-58.
9.	李怡素, 潘詩琪, 李楠楠, 等. MDT 聯合 CBL 教學法在八年制內科學實踐教學中的應用研究. 中國繼續醫學教育, 2023, 15(22): 32-37.
10.	李偉栩, 劉笑, 張宇杰. TBL 教學法在骨科見習生臨床專科查體教學中的應用. 中國繼續醫學教育, 2023, 15(17): 98-101.
11.	邱紅渝, 趙生美, 左川, 等. TBL 教學模式應用于泌尿系統整合課程的探索. 中國繼續醫學教育, 2022, 14(7): 42-46.
12.	傅琳娜, 高琴琰, 曹芝君, 等. 以團隊為基礎的學習(TBL)在臨床教學中的應用與展望. 繼續醫學教育, 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.	羅進梅, 陳曉萍, 林暉, 等. 探討整合教學模式在實驗診斷學病例討論中的應用和價值——任務驅動法、CBL、PBL 及 LBL 多種教學方法整合. 教育教學論壇, 2022(46): 141-144.
15.	關秀茹, 金英玉, 蔣麗鑫, 等. PBL 與 CBL 教學法在留學生實驗診斷教學的應用探討. 中國繼續醫學教育, 2020, 12(3): 1-3.
16.	任鐵麗. PBL 聯合 LBL 教學模式在實驗診斷學教學中的應用. 中國繼續醫學教育, 2020, 12(24): 23-25.
17.	葉王蓓. 以例教學: 課堂案例教學設計與實踐路徑. 上海教育科研, 2022(9): 82-87.
18.	張穎, 常淑云, 畢丹丹, 等. 教育現代化視域下高校 PBL-TBL-CBL 三軌融合教學模式的價值意蘊及實踐理路. 當代教研論叢, 2023, 9(11): 23-27.
19.	徐琳, 肖靜怡. 關于本科流行病學課程 CBL 教學法的思考. 繼續醫學教育, 2023, 37(10): 53-56.
20.	羅寧斌, 趙陽, 金觀橋, 等. 淺談 Seminar——案例教學法在醫學影像學臨床教學中的應用. 中國繼續醫學教育, 2017, 9(4): 31-32.
21.	周婧, 柳華, 沈煒亮, 等. 以團隊為基礎的學習(TBL)在醫學高等教育中的應用分析. 中國高等醫學教育, 2020(10): 1-2.

1. 徐子真, 李擎天, 劉湘帆, 等. 實驗診斷學在線課程的建立和實踐. 診斷學理論與實踐, 2022, 21(4): 547-550.
2. 徐春暉, 朱國慶. 基于真實世界病例圖像實驗診斷教學研究. 中國繼續醫學教育, 2022, 14(3): 164-168.
3. 羅藝, 喻明霞, 潘運寶, 等. 實驗診斷學 MOOC-CBL 教學體驗式學習新模式的思考. 基礎醫學教育, 2023, 25(4): 334-337.
4. 溫軍機, 張春娥. PBL 教學法在內科診斷學實驗教學中的應用. 中國繼續醫學教育, 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, 鄧蓓, 等. 案例教學法應用于消化性疾病模塊教學探討. 華西醫學, 2014, 29(12): 2364-2367.
7. 凌南, 張旭. CBL 聯合微課教學在神經外科教學中的應用效果. 現代醫藥衛生, 2023, 39(23): 4116-4119.
8. 藺鵬陽, 魏志梁, 楊旭龍, 等. CBL 聯合 PBL 教學法在心血管病學教學中的應用. 衛生職業教育, 2023, 41(23): 56-58.
9. 李怡素, 潘詩琪, 李楠楠, 等. MDT 聯合 CBL 教學法在八年制內科學實踐教學中的應用研究. 中國繼續醫學教育, 2023, 15(22): 32-37.
10. 李偉栩, 劉笑, 張宇杰. TBL 教學法在骨科見習生臨床專科查體教學中的應用. 中國繼續醫學教育, 2023, 15(17): 98-101.
11. 邱紅渝, 趙生美, 左川, 等. TBL 教學模式應用于泌尿系統整合課程的探索. 中國繼續醫學教育, 2022, 14(7): 42-46.
12. 傅琳娜, 高琴琰, 曹芝君, 等. 以團隊為基礎的學習(TBL)在臨床教學中的應用與展望. 繼續醫學教育, 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. 羅進梅, 陳曉萍, 林暉, 等. 探討整合教學模式在實驗診斷學病例討論中的應用和價值——任務驅動法、CBL、PBL 及 LBL 多種教學方法整合. 教育教學論壇, 2022(46): 141-144.
15. 關秀茹, 金英玉, 蔣麗鑫, 等. PBL 與 CBL 教學法在留學生實驗診斷教學的應用探討. 中國繼續醫學教育, 2020, 12(3): 1-3.
16. 任鐵麗. PBL 聯合 LBL 教學模式在實驗診斷學教學中的應用. 中國繼續醫學教育, 2020, 12(24): 23-25.
17. 葉王蓓. 以例教學: 課堂案例教學設計與實踐路徑. 上海教育科研, 2022(9): 82-87.
18. 張穎, 常淑云, 畢丹丹, 等. 教育現代化視域下高校 PBL-TBL-CBL 三軌融合教學模式的價值意蘊及實踐理路. 當代教研論叢, 2023, 9(11): 23-27.
19. 徐琳, 肖靜怡. 關于本科流行病學課程 CBL 教學法的思考. 繼續醫學教育, 2023, 37(10): 53-56.
20. 羅寧斌, 趙陽, 金觀橋, 等. 淺談 Seminar——案例教學法在醫學影像學臨床教學中的應用. 中國繼續醫學教育, 2017, 9(4): 31-32.
21. 周婧, 柳華, 沈煒亮, 等. 以團隊為基礎的學習(TBL)在醫學高等教育中的應用分析. 中國高等醫學教育, 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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