Objective To understand the teaching application effect and satisfaction evaluation of post-competency-oriented case-based learning(CBL)method in graduate students curricula,and to explore the application value in graduate students teaching.Methods Taking the 2022 full-time medical graduate students of a medical school in Henan Province as the research object,post competency-based CBL method teaching and traditional online teaching were adopted for graduate students of public health major and clinical medicine major from September 2022 to December 2022,respectively,and the satisfaction degree of different teaching methods and the effectiveness of teaching were evaluated.Results The overall satisfaction with CBL method teaching was slightly lower than that of traditional online teaching,and the difference was not statistically significant(Z=-0.475,P＞0.05).There was no statistically significant difference between the two groups of students in various sub-items of satisfaction satisfaction degree,such as course schedule,design form,and difficulty level(Z=-0.365,-0.998,-0.506,P＞0.05).In terms of teaching effectiveness,the average result score for CBL method teaching was 88.89±3.20,while the average result score for traditional online learning was(85.80±6.65),the difference was statistically significant(t=2.231,P=0.029).Conclusion The use of post-competency-oriented CBL teaching can improve students'academic performance and contribute to cultivating students'ability to solve practical problems.
Post competencyCase-based learningPublic healthTeaching modelFormative evaluation
NETL
NSTL
万方数据
