Effectiveness of seminar-case learning for use in practice teaching of statistics for undergraduates majoring in preventive medicine: a prospective cluster-randomized controlled trial

Abstract

Background The seminar-case learning (SCL) method is a case-oriented teaching model, with teachers and students as the main body of teaching, characterized by communication, interaction, and mutual inspiration. This study explored the effects of the SCL method versus traditional lecture-based learning (LBL) in the statistics curriculum for undergraduate students majoring in preventive medicine. Research questions were: 1) whether the scores of students in the experimental group (the SCL model) were higher than those in the control group (the LBL model); 2) whether the students’ satisfaction in the experimental group was better than that in the control group; and 3) whether the self-report benefit of students in the experimental group was better than that in the control group. Methods We conducted a two-armed cluster-randomized education intervention trial in practice teaching of health statistics among undergraduates majoring in preventive medicine. Two administrative classes (classes 1–4 and classes 5–8) were divided into the experimental group and the control group according to the principle of drawing lots. The students in two groups received the same statistical theory course. For the arrangement of statistical practice course, the experimental group adopted the SCL model, and the control group used the LBL model. The teaching effect was evaluated via an examination and an anonymous questionnaire survey. Results Scores for noun explanation questions in the experimental group showed no statistical significance with that of the control group(U = 2911.0, P = 0.964). The scores of single choice, calculation, and case analysis questions, and the total scores were significantly higher than that of the control group (P < 0.05). Students’ satisfaction with arrangements of the practice course in the experimental group (92.41%) was significantly higher than that of in the control group (77.03%), the difference was statistically significant (χ2 = 7.074, P = 0.008). The self-report benefit of students in the experimental group was better than that in the control group (P < 0.05). Conclusion As an effective method of high-quality education, the SCL model is worthy of further promotion in the practice teaching of preventive medicine.

Association of learning environment and self-directed learning ability among nursing undergraduates: a cross-sectional study using canonical correlation analysis

“… 37 38 In terms of teaching courses, the case teaching and video teaching in our school (Wannan Medical College) provide students with more opportunities to communicate with teachers. 39 However, SASP had the lowest score rate, followed by SSSP, for all participants. This may be explained by the fact that the students have been engaged in passive receptive learning and rely on mechanical memory, an inefficient learning technique of rote memorisation, to cope with the exams.…”

“…This may be related to the teaching reforms in the schools attended by the participants, including a significant adjustment to teaching content and methods in recent years 37 38. In terms of teaching courses, the case teaching and video teaching in our school (Wannan Medical College) provide students with more opportunities to communicate with teachers 39. However, SASP had the lowest score rate, followed by SSSP, for all participants.…”

Effect Evaluation of CBL Combined with Rain Classroom Teaching Method in Medical Statistics

“…This study introduces classic cases into classroom teaching, concretizing abstract concepts and connecting fragmented knowledge points. At the same time, intelligent teaching terminals are used to record the entire learning process of students, integrating teaching and learning, and cultivating students' ability to solve practical problems [10]. The results of this study indicate that students are highly satisfied with the teaching effectiveness of the CBL combined with rain classroom teaching method, and the advantages of this method are mainly reflected in the following points:…”

Las buenas prácticas del docente en la educación

“…La importancia de desarrollar las buenas prácticas sobre la realidad de los profesores, sobre su actuar, pensamiento y creencias. Por tanto, los docentes para el desarrollo de sus prácticas, generan el uso de las herramientas para determinar las necesidades de los educandos y medir los resultados del aprendizaje(Odon, 2021).En la formación profesional y rol docente, el método de aplicación del aprendizaje edebe estar enfocado mediante un modelo de enseñanza orientado a casos, con profesores y estudiantes caracterizado por la comunicación e interacción (Mendoza y Yan, 2022;Chang et al, 2022). Las buenas prácticas en la formación profesional se centran en aspectos de los recursos didácticos, la claridad de los programas y aspectos curriculares como el desarrollo cognitivo, enseñar y aprender como la práctica reflexiva y la instrucción escolar(Urzua et al, 2020;La Velle, 2022).…”