Research on the application of progressive case-based teaching combined with conceptual mapping in clinical internship education in obstetrics and gynecology

Yan Wei; Yuan Suzhen; Wang Wenwen

doi:10.3760/cma.j.cn116021-20251121-02267

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Research on the application of progressive case-based teaching combined with conceptual mapping in clinical internship education in obstetrics and gynecology

更新时间：2026-04-27

- Research on the application of progressive case-based teaching combined with conceptual mapping in clinical internship education in obstetrics and gynecology
- Chinese Journal of Medical Education Research Pages: 1-7(2026)
- 作者机构：
  
  华中科技大学同济医学院附属同济医院妇产科，武汉 430030
- 作者简介：
  
  Wang Wenwen, Email: wenwenwang@hust.edu.cn
- 基金信息：
  
  Teaching Research Project of the Second Clinical College, Tongji Medical College, Huazhong University of Science and Technology(JXYJ2022042)
- DOI：10.3760/cma.j.cn116021-20251121-02267
  CLC： R-05
- Received：21 November 2025，
  
  Online First：27 April 2026，
- 稿件说明：
移动端阅览
Yan Wei, Yuan Suzhen, Wang Wenwen. Research on the application of progressive case-based teaching combined with conceptual mapping in clinical internship education in obstetrics and gynecology[J/OL]. Chinese Journal of Medical Education Research, 2026, 1-7.
DOI：

Yan Wei, Yuan Suzhen, Wang Wenwen. Research on the application of progressive case-based teaching combined with conceptual mapping in clinical internship education in obstetrics and gynecology[J/OL]. Chinese Journal of Medical Education Research, 2026, 1-7. DOI： 10.3760/cma.j.cn116021-20251121-02267.

摘要

目的

探讨进展性案例结合概念构图的双元互动教学法对妇产科临床实习医学生临床思维能力及自我学能力的影响。

方法

选取2024年8月至2025年1月期间，在华中科技大学同济医学院附属同济医院妇产科实习的60名五年制本科医学生，将其随机分为对照组和观察组，每组30名。对照组采用传统案例教学临床模式，观察组采用进展性案例结合概念构图教学的临床模式。比较2组医学生在理论知识及技能考核成绩、临床思维和自主学习能力，以及对教学的满意度方面的差异，采用SPSS 26.0软件进行

检验和卡方检验。

结果

实施临床教学后，观察组与对照组医学生的理论考核总分分别为92.63±3.77、89.63±5.55；客观结构化临床考核（objective structured clinical examination，OSCE）总分分别为82.30±4.91、75.73±9.51，观察组医学生的临床知识掌握和技能操作能力均高于对照组（

=0.018

，P

=0.002）。观察组医学生教学后的临床思维能力总分为133.40±5.85，高于对照组的78.00±5.82，差异具有统计学意义（

0.001）。观察组医学生教学后的自主学习能力总分为114.93±3.70，高于对照组的105.30±3.01，差异具有统计学意义（

0.001）。观察组医学生对教学的满意率测评总百分比为93%，高于对照组的60%，差异具有统计学意义（

0.002）。

结论

在临床实习中应用进展性案例结合概念构图的双元互动教学法，可有效促进医学生临床思维建构与自主学习能力的发展，提升教学成效。同时，师生参与进展性案例及概念构图分析讨论的过程，增强了师生互动，提高了医学生对临床教学的满意度。

Abstract

Objective

To investigate the effects of a dual-interactive teaching method integrating progressive case-based teaching and conceptual mapping on clinical thinking and autonomous learning in the clinical education of interns in obstetrics and gynecology.

Methods

Sixty fifth-year undergraduate medical students who interned in the Department of Obstetrics and Gynecology at Tongji Hospital

Tongji Medical College

Huazhong University of Science and Technology

from August 2024 to January 2025 were randomly divided into a control group and an observation group

with 30 stud

ents in each group. The control group received traditional case-based teaching

whereas the observation group was taught using the integrated approach of progressive case-based teaching combined with conceptual mapping. Differences between the two groups were compared in terms of theoretical knowledge and skill assessment scores

clinical thinking ability

autonomous learning ability

and teaching satisfaction. Data were analyzed using SPSS 26.0 with independent-samples

-tests and chi-square tests.

Results

After the intervention

the observation group achieved significantly higher scores than the control group in both theoretical knowledge examination (92.63±3.77 vs. 89.63±5.55

0.018) and objective structured clinical examination (82.30±4.91 vs. 75.73±9.51

0.002)

reflecting superior mastery of clinical knowledge and practical skills. The total clinical thinking ability score of the observation group after teaching was significantly higher than that of the control group (133.40±5.85 vs. 78.00±5.82

0.001). The total autonomous learning ability score of the observation group after teaching was significantly higher than that of the control group (114.93±3.70 vs. 105.30±3.01

0.001). The overall teaching satisfaction rate in the observation group was significantly higher than that in the control group (93% vs. 60%

0.002).

Conclusions

The application of an integrated dual-interactive teaching approach combining progressive case-based teaching with conceptual mapping in clinical internships effectively promoted the development of clinical thinking and autonomous learning abilities among medical students

thereby enhancing teaching effectiveness. Additionally

the participation in the analysis and discussion of progressive cases and the construction of conceptual maps enhanced teacher-student interactions and the satisfaction of medical students with clinical instruction.

关键词

Keywords

references

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