Objective To explore the applicability and effectiveness of Case-based Learning(CBL)combined with lay-ered progressive teaching in the standardized training of resident physicians in the nasopharyngeal carcinoma specialty.Methods During teaching rounds,resident physicians were randomly divided into control and experimental groups,each consisting of 20 participants.The control group received traditional teaching methods,while the experimental group received CBL combined with layered progressive teaching.After the rotation,resident physicians underwent exit exams and theoretical simulation assessments,followed by a satisfaction survey on the teaching.Results Compared to the control group,the experimental group achieved high-er overall scores in the exit exams,with particular advantages in case analysis and doctor-patient communication.The experimen-tal group also performed better in the theoretical simulation assessment at the end of residency,especially in questions related to case summary-based multiple-choice questions(A2 type),medical record grouping/serial-based multiple-choice questions(A3/A4 type),and case analysis questions(multiple-choice questions with multiple correct answers).The differences were statisti-cally significant.Moreover,the overall satisfaction score in the teaching satisfaction survey was significantly higher in the experi-mental group,particularly in satisfaction with teaching instructors,teaching methods,and teaching effectiveness.Conclusion CBL combined with layered progressive teaching demonstrates significant effectiveness in nasopharyngeal carcinoma teaching prac-tices and warrants further promotion.
Case-based learningJoint layered progressive teachingResident standardized training residentsTeaching roundsNasopharyngeal carcinoma
维普
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