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已发表论文
将标准化病人融入后颅窝脑膜瘤教学中的案例式学习：评估其超越单纯案例式学习的附加价值
Authors Zhang S, Zhao C, Shen J
Received 18 August 2025
Accepted for publication 21 December 2025
Published 30 December 2025 Volume 2025:16 Pages 2463—2470
DOI https://doi.org/10.2147/AMEP.S556845
Checked for plagiarism Yes
Review by Single anonymous peer review
Peer reviewer comments 2
Editor who approved publication: Dr Md Anwarul Azim Majumder
Shaolin Zhang, Chenhui Zhao, Jun Shen
Department of Neurosurgery, The First Affiliated Hospital of Wannan Medical College (Yijishan Hospital of Wannan Medical College), Wuhu, Anhui, People’s Republic of China
Correspondence: Jun Shen, Email shenyuanziyan@163.com
Purpose: To explore the effectiveness and pedagogical significance of a teaching model that integrates case-based learning (CBL) with standardized patient (SP) for posterior fossa meningiomas, compared to using CBL alone teaching.
Methods: In this randomized comparative study, we enrolled 72 interns and standardized residency trainees from the neurosurgery department of our hospital between July 2023 and September 2025. Participants were randomly divided into an experimental group (CBL+SP) and a control group (CBL-only), with 36 individuals in each group. After completing the study plans, teaching effectiveness was assessed through evaluations of theoretical knowledge and clinical skills, while participant satisfaction and teaching approach evaluation were measured using questionnaires. Furthermore, a survey was conducted among the CBL-only group to gather their opinions on the primary drawbacks of using this teaching approach exclusively.
Results: The experimental group demonstrated significantly higher theoretical test scores (88.71 ± 7.43 vs 79.47 ± 8.43, p < 0.001) and clinical skill scores (81.36 ± 5.68 vs 71.11 ± 7.22, p < 0.001) compared to the control group. Furthermore, the experimental group showed notable advantages over the control group in novelty, enhancing learning interest, self-study ability, integration of theory and practice, communication skills, clinical thinking, satisfaction rates, and teaching promotion (p < 0.05). The major drawback of the CBL-only teaching was the lack of clinical atmosphere and doctor-patient communication.
Conclusion: The SP-CBL integrated teaching model significantly improves clinical teaching outcomes compared to the CBL alone and is worthy of promotion in clinical education for posterior fossa meningiomas.
Keywords: case-based learning, standardized patient, combined teaching model, posterior fossa meningiomas, teaching effectiveness
Department of Neurosurgery, The First Affiliated Hospital of Wannan Medical College (Yijishan Hospital of Wannan Medical College), Wuhu, Anhui, People’s Republic of China
Correspondence: Jun Shen, Email shenyuanziyan@163.com
Purpose: To explore the effectiveness and pedagogical significance of a teaching model that integrates case-based learning (CBL) with standardized patient (SP) for posterior fossa meningiomas, compared to using CBL alone teaching.
Methods: In this randomized comparative study, we enrolled 72 interns and standardized residency trainees from the neurosurgery department of our hospital between July 2023 and September 2025. Participants were randomly divided into an experimental group (CBL+SP) and a control group (CBL-only), with 36 individuals in each group. After completing the study plans, teaching effectiveness was assessed through evaluations of theoretical knowledge and clinical skills, while participant satisfaction and teaching approach evaluation were measured using questionnaires. Furthermore, a survey was conducted among the CBL-only group to gather their opinions on the primary drawbacks of using this teaching approach exclusively.
Results: The experimental group demonstrated significantly higher theoretical test scores (88.71 ± 7.43 vs 79.47 ± 8.43, p < 0.001) and clinical skill scores (81.36 ± 5.68 vs 71.11 ± 7.22, p < 0.001) compared to the control group. Furthermore, the experimental group showed notable advantages over the control group in novelty, enhancing learning interest, self-study ability, integration of theory and practice, communication skills, clinical thinking, satisfaction rates, and teaching promotion (p < 0.05). The major drawback of the CBL-only teaching was the lack of clinical atmosphere and doctor-patient communication.
Conclusion: The SP-CBL integrated teaching model significantly improves clinical teaching outcomes compared to the CBL alone and is worthy of promotion in clinical education for posterior fossa meningiomas.
Keywords: case-based learning, standardized patient, combined teaching model, posterior fossa meningiomas, teaching effectiveness