| Peer-Reviewed

Application of the Hybrid CBL+TBL Method in Internal Medicine Teaching Practice of TCM Universities

Received: 14 November 2021     Accepted: 14 December 2021     Published: 24 December 2021
Views:       Downloads:
Abstract

Internal medicine plays a critical role in the curriculum system of traditional Chinese medicine (TCM) universities, which is the main course in TCM colleges and the professional knowledge must be mastered by medical students. However, due to the immense contents and concepts in internal medicine, the traditional lecture-based learning (LBL) led to dissatisfactory education effects. The purpose of the study is to explore the application of hybrid case-based learning (CBL) + team-based learning (TBL) method in educational practice of internal medicine in TCM universities. The undergraduates majoring in Chinese medicine of grade 2014, 2015 and 2016 from Beijing University of Chinese Medicine (BUCM) were enrolled. Students of grade 2014 were utilized as the control group, adopting traditional teaching method. Students of grade 2015 and 2016 were employed as the experimental groups, using the hybrid CBL+TBL teaching method. At the end of the internal medicine curriculum, the teaching resultant was evaluated by both theoretical test and skill assessment. The results demonstrated that experimental groups scored better than control group in both theory and clinical examinations, and the discrepancies were significant, respectively. The introduction of hybrid CBL+TBL teaching method into education of internal medicine in TCM universities promoted students’ ability of self-learning and sense of teamwork, so as improved the teaching effectiveness of clinical courses.

Published in International Journal of Chinese Medicine (Volume 5, Issue 3)
DOI 10.11648/j.ijcm.20210503.12
Page(s) 48-52
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2021. Published by Science Publishing Group

Keywords

Hybrid CBL+TBL Teaching Method, TCM Universities, Internal Medicine, Undergraduate Education

References
[1] A. Soffer, M. Siegler, A. R. Tarlov, Internal medicine, Jama 241 (13) (1979) 1363-5.
[2] A. Miller, Z. Fleet, The future of internal medicine: a new curriculum for 2019, British journal of hospital medicine (London, England: 2005) 79 (4) (2018) 225-228.
[3] M. Mancinetti, S. Guttormsen, C. Berendonk, Cognitive load in internal medicine: What every clinical teacher should know about cognitive load theory, European journal of internal medicine 60 (2019) 4-8.
[4] M. Bi, Z. Zhao, J. Yang, Y. Wang, Comparison of case-based learning and traditional method in teaching postgraduate students of medical oncology, Medical teacher 41 (10) (2019) 1124-1128.
[5] W. Zhao, L. He, W. Deng, J. Zhu, A. Su, Y. Zhang, The effectiveness of the combined problem-based learning (PBL) and case-based learning (CBL) teaching method in the clinical practical teaching of thyroid disease, 20 (1) (2020) 381.
[6] C. M. Haley, B. Brown, A. Koerber, C. L. Nicholas, A. Belcher, Comparing Case-Based with Team-Based Learning: Dental Students' Satisfaction, Level of Learning, and Resources Needed, Journal of dental education 84 (4) (2020) 486-494.
[7] C. Ding, S. Li, B. Chen, Effectiveness of flipped classroom combined with team-, case-, lecture- and evidence-based learning on ophthalmology teaching for eight-year program students, 19 (1) (2019) 419.
[8] D. Li, H. Xu, Y. Wang, M. Wei, The Development of Chinese Medical Education, The Journal of craniofacial surgery 31 (2) (2020) 453-455.
[9] J. C. Zheng, H. Zhang, B. Wu, Z. Tong, Y. Zhu, M. S. Mitchell, X. Sun, Y. Yang, K. Zhang, L. Fang, E. Adashi, Medical Education Reform in China: The Shanghai Medical Training Model, Journal of graduate medical education 12 (6) (2020) 655-660.
[10] P. Bintaro, S. Schneidewind, V. Fischer, The development of the internal medicine courses at Hannover Medical School from 2001 to 2018, GMS journal for medical education 36 (5) (2019) Doc56.
[11] R. Faisal, S. Bahadur, L. Shinwari, Problem-based learning in comparison with lecture-based learning among medical students, JPMA. The Journal of the Pakistan Medical Association 66 (6) (2016) 650-3.
[12] A. Alhazmi, M. F. A. Quadri, Comparing case-based and lecture-based learning strategies for orthodontic case diagnosis: A randomized controlled trial, 84 (8) (2020) 857-863.
[13] A. B. Rezende, A. G. F. de Oliveira, T. C. Vale, L. A. S. Teixeira, A. R. A. Lima, A. L. G. Lucchetti, G. Lucchetti, S. H. C. Tibiriçá, O. S. Ezequiel, Comparison of Team-Based Learning versus Traditional Lectures in Neuroanatomy: Medical Student Knowledge and Satisfaction, Anatomical sciences education 13 (5) (2020) 591-601.
[14] H. Liu, X. F. Mi, Z. Z. Huang, B. C. Heng, W. L. Shen, Challenges and strategies in developing team-based learning in Chinese medical education, Medical teacher 42 (11) (2020) 1243-1249.
[15] R. Elledge, Current thinking in medical education research: an overview, The British journal of oral & maxillofacial surgery 56 (5) (2018) 380-383.
[16] W. Jiang, Y. Tian, J. Chen, B. Chen, Team-, case-, lecture- and evidence-based learning, Medical education 51 (11) (2017) 1172.
[17] M. Gartmeier, T. Pfurtscheller, A. Hapfelmeier, M. Grünewald, J. Häusler, T. Seidel, P. O. Berberat, Teacher questions and student responses in case-based learning: outcomes of a video study in medical education, BMC medical education 19 (1) (2019) 455.
[18] T. Harman, B. Bertrand, A. Greer, A. Pettus, J. Jennings, E. Wall-Bassett, O. T. Babatunde, Case-based learning facilitates critical thinking in undergraduate nutrition education: students describe the big picture, Journal of the Academy of Nutrition and Dietetics 115 (3) (2015) 378-388.
[19] C. L. T. Ho, Team-based learning: A medical student's perspective, Medical teacher 41 (9) (2019) 1087.
[20] M. S. Del Pozo, C. Redondo, Homogenizing the Teaching of Engaged Medical Examinations to Large Numbers of Students: the Experience of the Digital Rectal Examination, (2020).
Cite This Article
  • APA Style

    Yuan Fang, Lijie Liu, Lihong Nie, Min Xiao, Qian Lin, et al. (2021). Application of the Hybrid CBL+TBL Method in Internal Medicine Teaching Practice of TCM Universities. International Journal of Chinese Medicine, 5(3), 48-52. https://doi.org/10.11648/j.ijcm.20210503.12

    Copy | Download

    ACS Style

    Yuan Fang; Lijie Liu; Lihong Nie; Min Xiao; Qian Lin, et al. Application of the Hybrid CBL+TBL Method in Internal Medicine Teaching Practice of TCM Universities. Int. J. Chin. Med. 2021, 5(3), 48-52. doi: 10.11648/j.ijcm.20210503.12

    Copy | Download

    AMA Style

    Yuan Fang, Lijie Liu, Lihong Nie, Min Xiao, Qian Lin, et al. Application of the Hybrid CBL+TBL Method in Internal Medicine Teaching Practice of TCM Universities. Int J Chin Med. 2021;5(3):48-52. doi: 10.11648/j.ijcm.20210503.12

    Copy | Download

  • @article{10.11648/j.ijcm.20210503.12,
      author = {Yuan Fang and Lijie Liu and Lihong Nie and Min Xiao and Qian Lin and Nan Guo and Xuebing Zhang and Shaodan Tian and Mei Wang},
      title = {Application of the Hybrid CBL+TBL Method in Internal Medicine Teaching Practice of TCM Universities},
      journal = {International Journal of Chinese Medicine},
      volume = {5},
      number = {3},
      pages = {48-52},
      doi = {10.11648/j.ijcm.20210503.12},
      url = {https://doi.org/10.11648/j.ijcm.20210503.12},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijcm.20210503.12},
      abstract = {Internal medicine plays a critical role in the curriculum system of traditional Chinese medicine (TCM) universities, which is the main course in TCM colleges and the professional knowledge must be mastered by medical students. However, due to the immense contents and concepts in internal medicine, the traditional lecture-based learning (LBL) led to dissatisfactory education effects. The purpose of the study is to explore the application of hybrid case-based learning (CBL) + team-based learning (TBL) method in educational practice of internal medicine in TCM universities. The undergraduates majoring in Chinese medicine of grade 2014, 2015 and 2016 from Beijing University of Chinese Medicine (BUCM) were enrolled. Students of grade 2014 were utilized as the control group, adopting traditional teaching method. Students of grade 2015 and 2016 were employed as the experimental groups, using the hybrid CBL+TBL teaching method. At the end of the internal medicine curriculum, the teaching resultant was evaluated by both theoretical test and skill assessment. The results demonstrated that experimental groups scored better than control group in both theory and clinical examinations, and the discrepancies were significant, respectively. The introduction of hybrid CBL+TBL teaching method into education of internal medicine in TCM universities promoted students’ ability of self-learning and sense of teamwork, so as improved the teaching effectiveness of clinical courses.},
     year = {2021}
    }
    

    Copy | Download

  • TY  - JOUR
    T1  - Application of the Hybrid CBL+TBL Method in Internal Medicine Teaching Practice of TCM Universities
    AU  - Yuan Fang
    AU  - Lijie Liu
    AU  - Lihong Nie
    AU  - Min Xiao
    AU  - Qian Lin
    AU  - Nan Guo
    AU  - Xuebing Zhang
    AU  - Shaodan Tian
    AU  - Mei Wang
    Y1  - 2021/12/24
    PY  - 2021
    N1  - https://doi.org/10.11648/j.ijcm.20210503.12
    DO  - 10.11648/j.ijcm.20210503.12
    T2  - International Journal of Chinese Medicine
    JF  - International Journal of Chinese Medicine
    JO  - International Journal of Chinese Medicine
    SP  - 48
    EP  - 52
    PB  - Science Publishing Group
    SN  - 2578-9473
    UR  - https://doi.org/10.11648/j.ijcm.20210503.12
    AB  - Internal medicine plays a critical role in the curriculum system of traditional Chinese medicine (TCM) universities, which is the main course in TCM colleges and the professional knowledge must be mastered by medical students. However, due to the immense contents and concepts in internal medicine, the traditional lecture-based learning (LBL) led to dissatisfactory education effects. The purpose of the study is to explore the application of hybrid case-based learning (CBL) + team-based learning (TBL) method in educational practice of internal medicine in TCM universities. The undergraduates majoring in Chinese medicine of grade 2014, 2015 and 2016 from Beijing University of Chinese Medicine (BUCM) were enrolled. Students of grade 2014 were utilized as the control group, adopting traditional teaching method. Students of grade 2015 and 2016 were employed as the experimental groups, using the hybrid CBL+TBL teaching method. At the end of the internal medicine curriculum, the teaching resultant was evaluated by both theoretical test and skill assessment. The results demonstrated that experimental groups scored better than control group in both theory and clinical examinations, and the discrepancies were significant, respectively. The introduction of hybrid CBL+TBL teaching method into education of internal medicine in TCM universities promoted students’ ability of self-learning and sense of teamwork, so as improved the teaching effectiveness of clinical courses.
    VL  - 5
    IS  - 3
    ER  - 

    Copy | Download

Author Information
  • Dongzhimen Hospital, Beijing University of Chinese Medicine, Beijing, China

  • Dongzhimen Hospital, Beijing University of Chinese Medicine, Beijing, China

  • Dongzhimen Hospital, Beijing University of Chinese Medicine, Beijing, China

  • Dongzhimen Hospital, Beijing University of Chinese Medicine, Beijing, China

  • Dongzhimen Hospital, Beijing University of Chinese Medicine, Beijing, China

  • Dongzhimen Hospital, Beijing University of Chinese Medicine, Beijing, China

  • Dongzhimen Hospital, Beijing University of Chinese Medicine, Beijing, China

  • Dongzhimen Hospital, Beijing University of Chinese Medicine, Beijing, China

  • Dongzhimen Hospital, Beijing University of Chinese Medicine, Beijing, China

  • Sections