To compare the effects between the case-based learning method and the traditional learning method in continuous renal replacement therapy (CRRT) teaching to the physicians of the standardized training.

56 physicians of standardized training were included, who were having their rotations in the intensive care unit of the Department of Nephrology of the Chinese PLA General Hospital from March 2017 to March 2020. The observation group (28 physicians) was teached with the case-based learning method, while the control group (28 physicians) was teached with the traditional learning method. The two groups were taught by the same teacher with the same textbooks, the same class hours, and the same starting time. The teaching effects of the two groups were evaluated with both the theoretical knowledge examination and the questionnaire survey. Statistical analysis was carried out with the SPSS22.0 software.

The learning interest, independent learning ability, understanding ability, collaboration ability, classroom activity, and satisfaction with teaching effect, as well as the final examination results of physicians in the observation group were all significantly higher than those of the control group (P<0.05).

In CRRT teaching to the physicians of the standardized training, the case-based learning method had a better effect, and may be worthy of popularization and application.