Objective

2

To construct a group-based competitive learning teaching strategy based on card games and explore its effects on improving clinical thinking

learning engagement

and knowledge integration abilities among undergraduate interns in endocrinology.

Methods

2

A total of 100 clinical medicine interns were enrolled

divided into an experimental group (

n

=49) and a control group (

n

=51). The experimental group implemented a card game-based group competition teaching strategy

including: Designing six types of cards: disease cards

symptom/sign cards

examination cards

treatment cards

complication/situation cards

and knowledge cards

simulating the clinical process fr

om symptoms/signs → examination → treatment; Three rounds of in-class games employing a group competition mechanism with real-time scoring and ranking; Post-class completion of self-reflection forms and group case discussion reports. The control group engaged in case discussion group discussions during the same period. Teaching effectiveness was assessed using theoretical scores

clinical thinking evaluation scales

learning experience and core competency perception assessments

and focus interviews.

Results

2

The experimental group scored higher than the control group in total theoretical exam scores

including case analysis questions [(25.38±2.89) vs. (22.44±3.12)] and short-answer questions [(32.45±3.12) vs. (30.11±3.45)]. Clinical thinking total scores were also higher in the experimental group

with diagnostic thinking [(7.52±0.83) vs. (6.41±1.12)] and treatment thinking [(7.18±0.87) vs. (6.22±1.04)] outperforming the control group. Self-rated learning experience scores were higher in the experimental group

including learning interest and engagement [(12.87±1.65) vs. (11.45±1.92)]

knowledge integration and application ability [(13.05±1.58) vs. (11.55±1.95)]

and overall learning experience satisfaction [(13.65±1.50) vs. (11.25±2.10)]. Qualitative interviews identified themes such as games driving learning motivation

cards enhancing evidence-based thinking

and competition fostering group interaction and knowledge integration

supporting the positive impact of the card game learning approach on cognitive training and emotional engagement.

Conclusions

2

The card game learning approach can stimulate clinical thinking and learning motivation in endocrinology interns

enhance comprehensive knowledge analysis and application abilities

and serves as an effective supplement to clinical internship teaching models.