Application and evaluation of case-based learning + Seminar teaching method based on Toulmin model in education and teaching of clinical medicine

Li Jianxin; Pan Jiangang; Zhang Qiaozhen; Wu Wenqi; Zheng Yu; Li Mingyan; Liu Xiang; Wu Dangui; Chen Ye; Chen Chaojiang

doi:10.3760/cma.j.cn116021-20240221-02063

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Application and evaluation of case-based learning + Seminar teaching method based on Toulmin model in education and teaching of clinical medicine

Teaching Reform | 更新时间：2025-08-28

- Application and evaluation of case-based learning + Seminar teaching method based on Toulmin model in education and teaching of clinical medicine
- Chinese Journal of Medical Education Research Vol. 24, Issue 8, Pages: 1074-1078(2025)
- 作者机构：
  
  1.广州医科大学附属第二医院泌尿外科，广州 510600
  2.广州医科大学附属第二医院心血管内科，广州 511447
  3.广州医科大学实践教学中心，广州 511436
  4.广州医科大学附属第二医院教学科，广州 510600
- 作者简介：
  
  Pan Jiangang, Email: thatdaypjg@163.com
- 基金信息：
  
  The 2023-2024 Undergraduate Scientific and Technological Innovation Project of Guangzhou Medical University(2022C008);The 2022 Undergraduate Teaching Quality and Teaching Reform Engineering Construction Project of Guangzhou Medical University (27)(27);Shanghai Key Undergraduate Education Reform Project in 2020(31)
- DOI：10.3760/cma.j.cn116021-20240221-02063
  CLC： R319
- Received：21 February 2024，
  
  Published：20 August 2025
- 稿件说明：
移动端阅览
李健新, 潘建刚, 张巧珍, 等. 图尔敏模型案例教学法与Seminar教学法在临床医学教育教学中的应用评价[J]. 中华医学教育探索杂志, 2025, 24(8): 1074-1078.

Li Jianxin, Pan Jiangang, Zhang Qiaozhen, et al. Application and evaluation of case-based learning + Seminar teaching method based on Toulmin model in education and teaching of clinical medicine[J]. Chinese journal of medical education research, 2025, 24(8): 1074-1078.
李健新, 潘建刚, 张巧珍, 等. 图尔敏模型案例教学法与Seminar教学法在临床医学教育教学中的应用评价[J]. 中华医学教育探索杂志, 2025, 24(8): 1074-1078. DOI： 10.3760/cma.j.cn116021-20240221-02063.

Li Jianxin, Pan Jiangang, Zhang Qiaozhen, et al. Application and evaluation of case-based learning + Seminar teaching method based on Toulmin model in education and teaching of clinical medicine[J]. Chinese journal of medical education research, 2025, 24(8): 1074-1078. DOI： 10.3760/cma.j.cn116021-20240221-02063.

摘要

目的

分析基于图尔敏模型的案例教学法（case-based learning，CBL）与Seminar教学法在临床医学创新班教育教学中的应用效果。

方法

选取2021年9月至2023年9月在广州医科大学附属第二医院学习的临床创新班的60名临床医学生作为研究对象，根据不同的教学方案将其分为对照组（

=30）与研究组（

=30）。对照组采用传统教学法，研究组采用基于图尔敏模型的CBL+Seminar教学法。比较两组学生的临床专业知识掌握情况、临床技术操作能力及临床病案分析成绩；比较两组在教学前后的临床思维能力变化；比较两组的教学满意度。数据分析采用SPSS 22.0统计学软件进行

检验和卡方检验。

结果

研究组的临床专业知识[（89.59±3.46）分 vs. （83.23±3.02）分

]

、临床技术操作[（88.87±3.23）分 vs. （83.62±3.13）分

]

与临床病案分析成绩[（89.73±3.51）分 vs. （82.62±3.19）分

]

均优于对照组，差异均有统计学意义（

=7.58，6.39，8.21，

0.001）；研究组教学后的临床思维能力[（258.49±13.36）分 vs. （242.56±13.02）分

]

优于对照组，差异有统计学意义（

=4.67，

0.001）；研究组的教学总满意率[（100.00%） vs. （80.00%）

]

优于对照组，差异有统计学意义（

=4.63，

=0.031）。

结论

基于图尔敏模型的CBL+Seminar教学法能够有效提升学生的学习成绩与临床思维能力，在临床医学创新班的教育教学中具有较好的应用效果。

Abstract

Objective

To analyze the application effects of case-based learning (CBL) + Seminar teaching method based on Toulmin model in the education and teaching of clinical medicine innovation class.

Methods

A total of 60 students from the clinical medicine innovation class at The Second Affiliated Hospital of Guangzhou Medical University from September 2021 to September 2023 were selected as research objects. These students were divided into control group (

=30) and research group (

=30) according to different teaching programs. The traditional teaching method was adopted in the control group

and the CBL + Seminar teaching method based on Toulmin model was adopted in the research group. The two groups were compared in terms of clinical knowledge

clinical skill

and clinical case analysis scores; changes in clinical thinking ability after teaching; and satisfaction with the teaching process. SPSS 22.0 was used for

-test and chi-square test.

Results

The research group significantly outperformed the control group in clinical knowledge [(89.59±3.46) points vs. (83.23±3.02) points

]

clinical skill [(88.87±3.23) points vs. (83.62±3.13) points

]

and clinical case analysis [(89.73±3.51) points vs. (82.62±3.19) points

]

(

=7.58

6.39

8.21

0.001). The clinical thinking ability after teaching was significantly higher in the research group compared to the control group [(258.49±13.36) points vs. (242.56±13.02) points

]

(

=4.67

0.001). The overall satisfaction rate of teaching was significantly higher in the research group compared to the control group (100.00% vs. 80.00%

=4.63

=0.031).

Conclusions

The CBL + Seminar teaching method based on Toulmin model can effectively improve student learning performance and clinical thinking ability

demonstrating a promising application value in the education and teaching of clinical medicine innovation class.

关键词

Keywords

references

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