Comparison of student perception and performance between case-based learning and lecture-based learning in a clinical laboratory immunology course

doi:10.1515/labmed-2016-0026

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	Comparison of student perception and performance between case-based learning and lecture-based learning in a clinical laboratory immunology course
	Ma, XM; Luo, YP; Wang, JQ; Zhang, LF; Liang, YL; Wu, YF; Yu, HJ; Cao, MQ; Ma, XM (reprint author), Lanzhou Univ, Sch Basic Med Sci, Dept Immunol, Lanzhou 730000, Peoples R China.
刊名	LABORATORIUMSMEDIZIN-JOURNAL OF LABORATORY MEDICINE
	2016-08
卷号	40 期号:4 页码:283-289
关键词	active learning case based learning clinical laboratory immunology clinical laboratory science
ISSN号	0342-3026
DOI	10.1515/labmed-2016-0026
文献子类	Article
英文摘要	Background: Case-based learning (CBL), an educational method of problem-based learning, provides students with a venue to relate content learned in the classroom to performance in professional practice. This study compared CBL in the teaching of a clinical laboratory immunology (CLI) course to lecture-based learning (LBL), and evaluated the effect on students regarding the CBL. Methods: Data were collected from senior students (n = 85; 46% males, 54% females) at Lanzhou University in China. The students were divided into two groups, one group was offered CBL, while the other LBL as a teaching instrument. After intervention, perceptions of both the groups about their respective teaching method were evaluated using questionnaires, the resulting scores were compared to those obtained in the LBL group. Results: The CBL group showed significantly better scores in course examination (p < 0.05) as compared to the LBL group. Seventy-seven (90.6%) students in the CBL group opined that CBL improved their learning and clinical problem-solving skills. CBL also provided them with better understanding (90.6%) and preparation for examinations (90.6%). CBL group improved markedly in comparison to the LBL group with regard to learning motivation (p = 0.040), clinical reasoning ability (p = 0.023) and clinical problem-solving ability (p = 0.022). Conclusions: Our findings demonstrate that CBL is a more effective teaching strategy as compared to LBL in a CLI course. Consequently, the implementation of CBL in teaching a CLI course helps students to improve their learning motivation, problem solving abilities and mastery of knowledge.
学科主题	Medical Laboratory Technology
出版地	BERLIN
资助项目	兰州大学教学研究项目
项目编号	Teaching Research Project of Lanzhou University in China [201125]
语种	英语
WOS记录号	WOS:000381399400009
资助机构	LZU
内容类型	期刊论文
源URL	[http://ir.lzu.edu.cn/handle/262010/179132]
专题	基础医学院_期刊论文
通讯作者	Ma, XM (reprint author), Lanzhou Univ, Sch Basic Med Sci, Dept Immunol, Lanzhou 730000, Peoples R China.
推荐引用方式 GB/T 7714	Ma, XM,Luo, YP,Wang, JQ,et al. Comparison of student perception and performance between case-based learning and lecture-based learning in a clinical laboratory immunology course[J]. LABORATORIUMSMEDIZIN-JOURNAL OF LABORATORY MEDICINE,2016,40(4):283-289.
APA	Ma, XM.,Luo, YP.,Wang, JQ.,Zhang, LF.,Liang, YL.,...&Ma, XM .(2016).Comparison of student perception and performance between case-based learning and lecture-based learning in a clinical laboratory immunology course.LABORATORIUMSMEDIZIN-JOURNAL OF LABORATORY MEDICINE,40(4),283-289.
MLA	Ma, XM,et al."Comparison of student perception and performance between case-based learning and lecture-based learning in a clinical laboratory immunology course".LABORATORIUMSMEDIZIN-JOURNAL OF LABORATORY MEDICINE 40.4(2016):283-289.