A study on the application of the narrative-based case combined with gallery walk learning method in large-class theoretical teaching of internal medicine

Lin Chunyan; Tang Xun; He Xu; Zeng Xiangli; Huang Yuling; Li Xiaodan

doi:10.3760/cma.j.cn116021-20251203-02245

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A study on the application of the narrative-based case combined with gallery walk learning method in large-class theoretical teaching of internal medicine

Teaching Reform | 更新时间：2026-05-02

- A study on the application of the narrative-based case combined with gallery walk learning method in large-class theoretical teaching of internal medicine
- Chinese Journal of Medical Education Research Vol. 25, Issue 4, Pages: 434-440(2026)
- 作者机构：
  
  1.南方医科大学珠江医院内科学教研室，广州 510282
  2.南方医科大学珠江医院肾内科，广州 510282
  3.南方医科大学珠江医院教师教学发展中心，广州 510282
- 作者简介：
  
  Li Xiaodan, Email: youyouangel2000@126.com
- 基金信息：
  
  2024 Guangdong Province Undergraduate Teaching Quality and Teaching Reform Engineering Construction Project (Yue Jiao Gao Han〔2024〕No. 30 Document 547);Construction Project of Teaching Quality and Teaching Reform in Undergraduate Universities in Guangdong Province in 2024 (Yue Jiao Gao Han〔2024〕No. 30 Document 213);Construction Project of Teaching Quality and Teaching Reform in Undergraduate Universities in Guangdong Province in 2022 (Yue Jiao Gao Han〔2023〕No. 4 Document 464)
- DOI：10.3760/cma.j.cn116021-20251203-02245
  CLC： R-05
- Received：03 December 2025，
  
  Published：20 April 2026
- 稿件说明：
移动端阅览
林春燕, 汤珣, 何栩, 等. “叙事化案例联合画廊漫步教学法”在内科学大班理论教学中的应用研究[J]. 中华医学教育探索杂志, 2026, 25(4): 434-440.

Lin Chunyan, Tang Xun, He Xu, et al. A study on the application of the narrative-based case combined with gallery walk learning method in large-class theoretical teaching of internal medicine[J]. Chinese Journal of Medical Education Research, 2026, 25(4): 434-440.
林春燕, 汤珣, 何栩, 等. “叙事化案例联合画廊漫步教学法”在内科学大班理论教学中的应用研究[J]. 中华医学教育探索杂志, 2026, 25(4): 434-440. DOI： 10.3760/cma.j.cn116021-20251203-02245.

Lin Chunyan, Tang Xun, He Xu, et al. A study on the application of the narrative-based case combined with gallery walk learning method in large-class theoretical teaching of internal medicine[J]. Chinese Journal of Medical Education Research, 2026, 25(4): 434-440. DOI： 10.3760/cma.j.cn116021-20251203-02245.

摘要

目的

为破解医学大班理论课长期存在的“学生被动接受、知识记忆浅层、高阶能力与人文素养培养困难”等教学困境，本研究构建并验证“叙事化案例联合画廊漫步教学法（narrative-based case combined with gallery walk learning，简称NGL教学法）在内科学大班理论课中的应用效果。

方法

选取南方医科大学临床医学专业三年级学生（

=207），在内科学课程中实施NGL教学。采用自编教学效果感知问卷与师生半结构化访谈进行混合评价。使用SPSS 20.0软件进行

检验统计分析。访谈文本采用主题分析法提炼核心主题。

结果

学生对活动的整体满意度达95.65%（198/207）。配对样本

检验结果显示，活动后学生在所有维度上的能力均高于活动前（

0.001），其中医学人文素养（Cohen’s

=0.39）、专业知识理解深度（

=0.37）及课堂主动参与度（

=0.35）的提升最为显著。访谈凝练出3大主题：创新形式显著提升学习投入度与体验感；三层融合有效促进核心能力发展；实施挑战集中于课堂管理与深度引导。

结论

NGL教学法通过叙事情境浸润与动态协作探究的有机融合，有效促进了学生的深度学习与整合能力发展，为上述教学困境的解决提供了可复制的实践路径。

Abstract

Objective

To develop the narrative-based case combined with gallery walk learning (NGL) method

and evaluate its effectiveness in large-class internal medicine theory teaching

and to address the long-standing teaching challenges in large-class medical theory courses such as passive student reception

superficial knowledge retention

and difficulties in cultivating higher-order competencies and humanistic literacy.

Methods

Third-year clinical medicine students (

=207) at Southern Medical University were selected

and the NGL teaching method was implemented in their internal medicine course. Evaluation with mixed methods was conducted using a self-designed teaching effectiveness perception questionnaire and semi-structured interviews with both students and teachers. SPSS 20.0 software was used for

-tests. Interview texts were subjected to thematic analysis to extract core themes.

Results

Overall student satisfaction with the activity reached 95.65% (198/207). Paired-sample

-test indicated that the competencies of students improved significantly across all dimensions after the activity (

0.001)

with the most significant improvements observed in medical humanistic literacy (Cohen's

=0.39)

depth of professional knowledge understanding (

=0.37)

and active classroom participation (

=0.35). Thematic analysis of interviews revealed three key themes: the innovative format significantly enhanced learning engagement and experience

the three-tier integration effectively promoted the development of core competencies

and implementation challenges primarily centered on classroom management and in-depth guidance.

Conclusions

The NGL method

through the integration of narrative context immersion and dynamic collaborative inquiry

can effectively facilitate the development of deep learning and integrative competency in students. This method provides a replicable practical pathway for solving the aforementioned teaching challenges.

关键词

Keywords

references

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