Practical exploration of CBL teaching method empowered by the ERAS concept insurgical clinical internship#br#

doi:10. 3969/j. issn. 2096-045X. 2025. 06. 009

Abstract

Abstract: Objective To explore the multidimensional practical effects of the enhanced recovery after surgery (ERAS)concept-empowered case-based learning (CBL) teaching method in surgical clinical internships. Methods Seventy-eightsurgical clinical interns from the Fourth Clinical College of Capital Medical University in the 2023-2024 academic year wererandomly divided into an experimental group (n=39) and a control group (n=39). The experimental group adopted amultidisciplinary CBL teaching method integrated with ERAS concepts, designing standardized cases covering the"preoperative-intraoperative-postoperative" workflow, combined with scenario simulation, dynamic feedback, and teamcollaboration. The control group received traditional CBL teaching. Teaching effectiveness was evaluated throughtheoretical assessments, skill operation evaluations, team collaboration scores, and teaching satisfaction surveys. ResultsThe experimental group significantly outperformed the control group in theoretical assessment scores (89. 4±5. 1 vs 84. 2±6. 3), skill operation scores (8. 7±1. 2 vs 7. 6±1. 4), and team collaboration ability (8. 9±1. 0 vs 7. 3±1. 3) (P＜0. 05). Thetotal teaching satisfaction score (17. 8±1. 5 vs 14. 2±2. 1) was also higher in the experimental group (P＜0. 05). ConclusionThe ERAS concept-empowered CBL teaching method effectively enhances clinical decision-making abilities, operationalskills, and teamwork levels among surgical interns, providing a new pathway for reforming surgical clinical education.

CLC Number:

R61
G642

Yu Zhen, Ke Ji, Yang Xingguo, Zhang Baoxun, Yu Le. Practical exploration of CBL teaching method empowered by the ERAS concept insurgical clinical internship#br#[J]. Medical Education Management, 2025, 11(6): 679-683.

0
/ / Recommend

Add to citation manager EndNote|Reference Manager|ProCite|BibTeX|RefWorks

URL: https://journal06.magtechjournal.com/Jwk3_yyyzlt/EN/10. 3969/j. issn. 2096-045X. 2025. 06. 009

https://journal06.magtechjournal.com/Jwk3_yyyzlt/EN/Y2025/V11/I6/679

References

［1］ Zeng H H， Tan R H. An evaluation model of English normal students'informatization teaching ability based on technical pedagogical content knowledge and few-shot learning［J］. Comput Intell Neurosci， 2022， 2022： 8591303.

［2］王元，刘竞辉，王樑. ERAS理念在外科实习教学中的应用及其对学生岗位胜任力的影响［J］. 中国大学教学， 2021（11）： 65-69.

［3］邵月，张诚. 传统教学结合网络平台混合教学在胸心外科专业研究生教育中的思考［J］. 检验医学与临床， 2021， 18（18）： 2777-2778， 2784.

［4］李广斌，冯宇，马海涛. 加速康复外科在胸外科住院医师规范化培训中的应用［J］. 中国病案， 2022， 23（1）： 82-84.

［5］陈劲松，罗兵，黄炯强，等. 加速康复外科理念在胃肠外科教学中的应用［J］. 中国继续医学教育， 2020， 12（36）： 66-69.

［6］ Tagge N. Leveraging accreditation to integrate sustainable information literacy instruction into the medical school curriculum［J］. J Med Libr Assoc， 2018， 106（3）： 377-382.

［7］平措曲珍，刘子嘉，李艺，等. 西藏自治区外科医护人员对加速康复外科认知现状、教学与实践意愿的调查分析［J］. 基础医学与临床， 2021， 41（1）： 139-143.

［8］ Wasynczuk J， Sheehan A H. Implementation of a teaching electronic medical record within didactic instruction using a drug information question assignment［J］. Pharmacy， 2021， 9（1）： 35.

［9］瓦斯里江·瓦哈甫，刘赛，牛亦农，等. ERAS理念在泌尿外科研究生临床教学中的应用［J］. 医学教育管理， 2018， 4（3）： 212-215.

［10］熊静，张婕，李馨蕊. 情景模拟教学应用于临床实习的模式探索和效果评价［J］. 医学教育管理， 2023， 9（2）： 191-200.

［11］杨宇，骆家俊，吴红学，等. 基于OSCE的及时反馈教学在医学本科生外科技能培训中的应用［J］. 中国高等医学教育， 2023（12）： 112-113， 141.

［12］陈奇，刘刚，滕衍斌，等. 生命科学跨学科整合实验教学的改革和探索［J］. 基础医学教育， 2024， 26（3）： 244-248.

［13］孔敏，陈慧平，王英，等. 动态反馈机制提高神经病学教学质量研究［J］. 现代医药卫生， 2019， 35（2）： 299-301.

[1]	Yang Kun, Zhao Yan, Wang Xue, Guo Yansu, Zhu Qingshuang, Lu Jie, . A Cohort Study on medical postgraduates' self-evaluated research competence and its influencing factors#br# [J]. Medical Education Management, 2025, 11(6): 721-727.
[2]	Yang Jie, Jia Lingyun, Zhou Fubo, Xing Yingqi. Teaching effect of seminar combined with CBL teaching method in vascular ultrasound internship [J]. Medical Education Management, 2025, 11(6): 684-688.
[3]	Yuan Huili, Wang Yunhe, Siqintana. Ideological status and educational optimization pathways for medical vocationalstudents—a case study of a medical vocational college [J]. Medical Education Management, 2025, 11(6): 645-652.
[4]	Xu Yan, Yu Xiaoyun, Dai Yuqin. Application of blended learning community and stratified progressive project teachingmethod in the course of nursing pedagogy [J]. Medical Education Management, 2025, 11(6): 653-659.
[5]	Xiu Shuangling, Sun Lina, Mu Zhijing, Fu Junling, Ma Yahui. Application of hierarchical progressive teaching model in the standardized training ofresidents in the department of endocrinology [J]. Medical Education Management, 2025, 11(6): 715-720.
[6]	Song Yu, Ren Jie, Kou Jinyan, Gao Dahong, Nie Wei, Hu Zhengjuan. The role of Chinese folk music in reducing anxiety among medical students: arandomized controlled trial [J]. Medical Education Management, 2025, 11(6): 734-739.
[7]	Gang Tingting , Zhang Wei, Wang Yajun, Lu Jie. Curriculum design and practice of labor education for medical students in the new era [J]. Medical Education Management, 2025, 11(6): 667-672.
[8]	Lin Yuhua, Li Xianwen. Construction of a self-paced interdisciplinary curriculum system for medicalundergraduates—a case study of smart health and wellness courses [J]. Medical Education Management, 2025, 11(6): 623-628.
[9]	Zhong Minying, Yuan Yingping, Xiong Yue, Zhen Chaojiong, Huang Weijun. Learning curve for residents with different educational backgrounds in masteringthyroid imaging reporting and data system [J]. Medical Education Management, 2025, 11(6): 701-706.
[10]	Lin Yehua, Huang Yan, Wang Xuefen, Wang Jinyu, Shao Lan. Practice and exploration of teaching clinic in standardized residency training [J]. Medical Education Management, 2025, 11(6): 707-714.
[11]	Huo Mofei, Zhang Jialiang, Li Kai. "Five-Education integration" educational pathway in clinical medical colleges underthe national strategy of building China through education—a case study of BeijingTiantan Hospital, Capital Medical University [J]. Medical Education Management, 2025, 11(6): 673-678.
[12]	Wang Ningjing, Nie Wei, Kang Gai, Li Shengnan, Niu Xiaolu, Xue Qiaodan, Zhao Dongfang. "Dual-Driving and Triple-Wing" model for cultivating innovative and entrepreneurialcapabilities of medical undergraduates [J]. Medical Education Management, 2025, 11(6): 660-666.
[13]	Zhao Cheng, Zheng Chong, Li Ruili, Lu Jie. Application of AI-assisted reconstruction in head and neck CT angiography in medicalimaging technology professional practice teaching [J]. Medical Education Management, 2025, 11(6): 689-695.
[14]	Zhang Wei, Ouyang Siyuan, Peng Feixiang, Zhao Zhiqiang. Medical education digital transformation: investigation and analysis of medicalstudents' use of large models [J]. Medical Education Management, 2025, 11(6): 740-745.
[15]	Meng Qian. A POA-guided teaching design and practice of whole-person education in medicalEnglish reading [J]. Medical Education Management, 2025, 11(6): 629-636.