Effect of integrated case-based and problem-based learning on clinical thinking skills of assistant general practitioner trainees: a randomized controlled trial
Abstract Background Case-Based Learning (CBL) and Problem-Based Learning (PBL) are popular methods in medical education. However, we do not fully understand how they affect the clinical thinking skills of Assistant General Practitioner (AGP) trainees. This randomised controlled trial aimed to assess...
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BMC
2025-01-01
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| Series: | BMC Medical Education |
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| Online Access: | https://doi.org/10.1186/s12909-025-06634-9 |
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| author | Dingyuan Jiang Danpei Huang Hua Wan Wuliang Fu Weidong Shi Jin Li Huan Zou Niannan Hou Qing Li Nani Li |
| author_facet | Dingyuan Jiang Danpei Huang Hua Wan Wuliang Fu Weidong Shi Jin Li Huan Zou Niannan Hou Qing Li Nani Li |
| author_sort | Dingyuan Jiang |
| collection | DOAJ |
| description | Abstract Background Case-Based Learning (CBL) and Problem-Based Learning (PBL) are popular methods in medical education. However, we do not fully understand how they affect the clinical thinking skills of Assistant General Practitioner (AGP) trainees. This randomised controlled trial aimed to assess the effectiveness of combining CBL and PBL and compare their impact on the clinical thinking skills of AGP trainees with that of traditional lecture-based learning (LBL). Methods This randomised controlled trial involved 70 second-year AGP trainees who were randomly assigned to either the CBL-PBL group or the LBL group using a simple randomisation method. The CBL-PBL group engaged in a curriculum that integrated case-based and problem-based learning, whereas the LBL group followed a traditional lecture-based format, as described in the syllabus. To evaluate clinical thinking skills, the participants were assessed using the Clinical Thinking Skills Evaluation Scale (CTSES) and an assistant general practitioner’s professional knowledge test. In addition, this study analysed various factors that influence clinical thinking skills. Results Compared with the LBL group, the CBL-PBL group showed significantly improved performance in all domains assessed by the CTSES in post-course tests (p < 0.001). Specifically, the mean scores for critical, systematic, and evidence-based thinking showed notable improvement in the CBL-PBL group. Additionally, the scores on the professional knowledge test reflected a substantial increase in this group. Furthermore, multiple linear regression analysis showed that both CBL-PBL curriculum performance scores and number of weekly article readings significantly influenced the development of clinical thinking skills. Conclusion The CBL-PBL teaching method positively influenced the clinical thinking skills of assistant general practitioner trainees, with a positive correlation between these skills and course performance in the CBL-PBL curriculum. Trial registration Not applicable. |
| format | Article |
| id | doaj-art-836034c0b0204c9ca477b6d7bc4361f8 |
| institution | Kabale University |
| issn | 1472-6920 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Medical Education |
| spelling | doaj-art-836034c0b0204c9ca477b6d7bc4361f82025-01-19T12:27:43ZengBMCBMC Medical Education1472-69202025-01-0125111010.1186/s12909-025-06634-9Effect of integrated case-based and problem-based learning on clinical thinking skills of assistant general practitioner trainees: a randomized controlled trialDingyuan Jiang0Danpei Huang1Hua Wan2Wuliang Fu3Weidong Shi4Jin Li5Huan Zou6Niannan Hou7Qing Li8Nani Li9Department of Spinal Surgery, Zhuzhou 331 HospitalDepartment of General Practice, Zhuzhou 331 HospitalDepartment of Otorhinolaryngology, Zhuzhou 331 HospitalDepartment of Emergency, Zhuzhou 331 HospitalDepartment of Cardiology, Zhuzhou 331 HospitalDepartment of Neurology, Zhuzhou 331 HospitalDepartment of General Surgery, Zhuzhou 331 HospitalDepartment of Pulmonology, Zhuzhou 331 HospitalDepartment of Emergency, Zhuzhou 331 HospitalDepartment of Science and Education, Zhuzhou 331 HospitalAbstract Background Case-Based Learning (CBL) and Problem-Based Learning (PBL) are popular methods in medical education. However, we do not fully understand how they affect the clinical thinking skills of Assistant General Practitioner (AGP) trainees. This randomised controlled trial aimed to assess the effectiveness of combining CBL and PBL and compare their impact on the clinical thinking skills of AGP trainees with that of traditional lecture-based learning (LBL). Methods This randomised controlled trial involved 70 second-year AGP trainees who were randomly assigned to either the CBL-PBL group or the LBL group using a simple randomisation method. The CBL-PBL group engaged in a curriculum that integrated case-based and problem-based learning, whereas the LBL group followed a traditional lecture-based format, as described in the syllabus. To evaluate clinical thinking skills, the participants were assessed using the Clinical Thinking Skills Evaluation Scale (CTSES) and an assistant general practitioner’s professional knowledge test. In addition, this study analysed various factors that influence clinical thinking skills. Results Compared with the LBL group, the CBL-PBL group showed significantly improved performance in all domains assessed by the CTSES in post-course tests (p < 0.001). Specifically, the mean scores for critical, systematic, and evidence-based thinking showed notable improvement in the CBL-PBL group. Additionally, the scores on the professional knowledge test reflected a substantial increase in this group. Furthermore, multiple linear regression analysis showed that both CBL-PBL curriculum performance scores and number of weekly article readings significantly influenced the development of clinical thinking skills. Conclusion The CBL-PBL teaching method positively influenced the clinical thinking skills of assistant general practitioner trainees, with a positive correlation between these skills and course performance in the CBL-PBL curriculum. Trial registration Not applicable.https://doi.org/10.1186/s12909-025-06634-9Clinical thinkingCase-based learningProblem-based learningAssistant general practitioner training |
| spellingShingle | Dingyuan Jiang Danpei Huang Hua Wan Wuliang Fu Weidong Shi Jin Li Huan Zou Niannan Hou Qing Li Nani Li Effect of integrated case-based and problem-based learning on clinical thinking skills of assistant general practitioner trainees: a randomized controlled trial BMC Medical Education Clinical thinking Case-based learning Problem-based learning Assistant general practitioner training |
| title | Effect of integrated case-based and problem-based learning on clinical thinking skills of assistant general practitioner trainees: a randomized controlled trial |
| title_full | Effect of integrated case-based and problem-based learning on clinical thinking skills of assistant general practitioner trainees: a randomized controlled trial |
| title_fullStr | Effect of integrated case-based and problem-based learning on clinical thinking skills of assistant general practitioner trainees: a randomized controlled trial |
| title_full_unstemmed | Effect of integrated case-based and problem-based learning on clinical thinking skills of assistant general practitioner trainees: a randomized controlled trial |
| title_short | Effect of integrated case-based and problem-based learning on clinical thinking skills of assistant general practitioner trainees: a randomized controlled trial |
| title_sort | effect of integrated case based and problem based learning on clinical thinking skills of assistant general practitioner trainees a randomized controlled trial |
| topic | Clinical thinking Case-based learning Problem-based learning Assistant general practitioner training |
| url | https://doi.org/10.1186/s12909-025-06634-9 |
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