Undergraduate pharmacy students’ preference for case-based learning: a discrete choice experiment in China

Frontiers in Pharmacology, Год журнала: 2025, Номер 16

Опубликована: Фев. 28, 2025

Background Understanding students’ preferences is crucial for developing targeted teaching strategies and improving educational outcomes. This study aimed to investigate Chinese undergraduate pharmacy case-based learning (CBL). Methods We conducted a discrete choice experiment (DCE) quantify CBL. Six key attributes associated with CBL were identified: case modality, provider type, group size, authenticity, complexity, examination format. An online questionnaire was administered students from two universities in China. The data analyzed using mixed logit model estimate preference weights, assess the relative importance of attributes, predict uptake rates. Additionally, interaction effects subgroup analysis employed identify heterogeneity among different student groups. Results A total 613 participants completed 482 included analysis. most influential attribute scenario simulation strongly preferred over paper modality. Case authenticity type also significant factors, followed by size complexity. Examination format did not significantly affect preferences. found between groups students. highest achieved when cases presented simulations clinical instructors small groups, real low complexity alongside traditional written examination. Conclusion highlights modality simulation, CBL, suggests need personalized approaches accommodate

Язык: Английский

Investigating Clinical-Relevant Learning in the Anatomy Curriculum: Perspectives and Effectiveness for Undergraduate Medical Students

Journal of Medical Education and Curricular Development, Год журнала: 2025, Номер 12

Опубликована: Март 1, 2025

BACKGROUND Traditional anatomical education often lacks clinical application. This study aimed to investigate the feasibility of clinical-relevant in anatomy curriculum. METHODS A total 109 4th-year and 5th-year undergraduate medical students, including 8 international completed questionnaire. The questionnaire comprised 20 questions divided into 5 sections, resulting responses collected for all questions. Students enrolled 5-year program at Guizhou Medical University 2019 ( n = 27) 2020 30) were included evaluation RESULTS return rate was 100%. Approximately 40.4% students expressed neutrality or dissatisfaction with traditional teaching methods. Most felt that methodology overly emphasized theory while neglecting experience. Over half had not taken advantage opportunities offered by university, only 58.7% adequately prepared knowledge work. Forty-four percent systematically reviewed dissection laboratory after starting practice. However, majority strongly supported need experiential education, abdominal surgical observation being most preferred type. In “Human Anatomy” course, average daily scores 89.6 ± 1.4 90.9 2.3 P < .05), respectively. For “Regional averages 88.8 3.6 91.5 0.7 .001). final 67.7 10.6 81.0 7.6 .0001), 92.4 3.9 96.3 3.0 .0001). CONCLUSIONS highlights students’ their education. Our reform demonstrates positive impact learning curriculum we are currently implementing.

Язык: Английский

Flipped classroom-based application of Peyton’s four-step approach in standardized training of ultrasound residents for thyroid and cervical lymph node zoning

PeerJ, Год журнала: 2024, Номер 12, С. e18633 - e18633

Опубликована: Дек. 18, 2024

To investigate whether combining the flipped classroom approach with Peyton's four-step method can enhance teaching effectiveness in ultrasound (US) zoning of thyroid and cervical lymph nodes for standardized residency training. A total 66 resident training students were randomly divided into a control group an observation group. The received traditional methods, including "see one, do one" learning, lecture-based learning (LBL), case-based (CBL). was taught using method, approach, CBL. Assessments conducted through skill operation clinical case analysis. questionnaire survey used to evaluate student satisfaction. Assessment scores ratings between two methods compared. 1) results demonstrated higher analysis compared [(87.64 ± 3.72) vs. (80.48 5.92) points, (87.94 4.46) (82.85 4.24) points]. 2) indicated that trainees showed greater improvement interest [(4.61 0.57) (3.70 0.85) points] experienced reduced exam pressure [(4.52 0.62) (3.21 0.70) These differences statistically significant (P < 0.05). combined improved students' nodes. It also stimulated alleviated pressure, making it effective enhancing US outcomes education.

Язык: Английский