Practice and reflection on the &quot;student-led case presentation&quot; mode based on case-based learning in clinical teaching for nephrology residents in standardized training

doi:10.3877/cma.j.issn.2095-3216.2026.02.008

Abstract

Abstract:

Objective

To evaluate the effectiveness of the "student-led case presentation" teaching mode for nephrology residents in standardized training.

Methods

Resident physicians undergoing standardized training in the Department of Nephrology, First Medical Center of Chinese PLA General Hospital from November 2024 to December 2024 were enrolled as study subjects and randomly divided into an observation group and a control group. The control group received traditional teaching, while the observation group was taught with the "student-led case presentation" mode. After the same duration of training, both groups were assessed. The two groups were compared to evaluate the effectiveness of the two teaching methods, and the participants′ satisfaction with the training course was analyzed.

Results

A total of 36 resident physicians were enrolled with 18 in each group. The observation group achieved significantly higher theoretical and practical examination scores than the control group (92.4±3.1 vs. 83.6±4.2, 91.8±2.5 vs. 82.9±3.8, respectively; all P<0.001). The observation group also showed greater satisfaction than the control group in overall course satisfaction (94.4%), teaching format (88.9%), understanding of theoretical knowledge (88.9%), and cultivation of clinical thinking (83.3%) (all P<0.05).

Conclusion

The application of the "student-led case presentation" teaching mode for nephrology residents in standardized training can effectively improve the participants′ theoretical and practical examination scores as well as their satisfaction.

Key words: Standardized training, Nephrology, Case-based learning, Student-led case presentation

Mingwei Tian, Xizhao Chen, Min Zhang. Practice and reflection on the "student-led case presentation" mode based on case-based learning in clinical teaching for nephrology residents in standardized training[J]. Chinese Journal of Kidney Disease Investigation(Electronic Edition), 2026, 15(02): 112-115.

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组别	例数	年龄(岁，±s)	男性[例(%)]	入科考核成绩(分，±s)
观察组	18	24.4±1.9	11(61.1)	82.1±4.3
对照组	18	24.3±1.8	10(55.6)	81.8±4.5
统计值		0.16	χ²＝0.11	0.21
P值		0.874	0.740	0.835

组别	例数	年龄(岁，±s)	男性[例(%)]	入科考核成绩(分，±s)
观察组	18	24.4±1.9	11(61.1)	82.1±4.3
对照组	18	24.3±1.8	10(55.6)	81.8±4.5
统计值		0.16	χ²＝0.11	0.21
P值		0.874	0.740	0.835

组别	例数	理论成绩	操作成绩
观察组	18	92.4±3.1	91.8±2.5
对照组	18	83.6±4.2	82.9±3.8
t值	－	7.243	7.891
P值	－	<0.001	<0.001

组别	例数	理论成绩	操作成绩
观察组	18	92.4±3.1	91.8±2.5
对照组	18	83.6±4.2	82.9±3.8
t值	－	7.243	7.891
P值	－	<0.001	<0.001

评价项目	观察组(18例)	对照组(18例)	χ²值	P值
课程整体	17(94.4)	9(50.0)	9.000	0.003
教学形式	16(88.9)	10(55.6)	4.667	0.031
理论知识理解	16(88.9)	8(44.4)	7.200	0.007
临床思维培养	15(83.3)	7(38.9)	6.545	0.011
案例挑选	12(66.7)	10(55.6)	0.133	0.715
带教质量	14(77.8)	11(61.1)	0.800	0.371

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