Visualization Analysis of Research Frontiers and Hotspots of CBL in Medical Education in China Based on CiteSpace
Abstract
Objective: This study aims to carry out a visualization analysis of the research literature on Case-Based Learning (CBL) in the field of medical education in China, thereby providing a reference for medical educators and researchers. Methods: Literature related to CBL teaching methods was retrieved from databases such as CNKI and visualized using CiteSpace software. Results: CBL research in China demonstrates phased characteristics. The research hotspots encompass application, innovation in teaching models, and clinical practice. The research has evolved from the establishment of basic methods (2006–2012) to the evaluation of effects and the application of technology (2013–2018), and further to curriculum integration and professional development (2019–2024). Conclusion: CBL research has made progress; however, it still faces issues such as insufficient theoretical exploration. Future research should focus on strengthening theoretical construction, delving deeper into teaching principles, adopting rigorous research designs and multi-dimensional assessment methods, and exploring the integration of information technology to promote the extensive application and in-depth development of CBL teaching methods.
References
Su C, Gan JL, Wang CJ, et al., 2022, Application of a Blended Online-Offline CBL Teaching Model in General Surgery Teaching. Journal of Science Education, 2022(7): 82–84. https://doi.org/10.16400/j.cnki.kjdk.2022.07.027
Guo L, 2006, Techniques for Constructing High-Level Questions in CBL Teaching. International Journal of Nursing, 2006(2): 118–120.
Liu XG, Zhang H, Guo LJ, 2023, Research on the Teaching Reform of Oral Anatomy and Physiology under the Background of New Medical Education. Journal of Science Education, 2023(26): 57–59.
Zhan JY, Lou JQ, Wang SK, et al., 2021, Research on the Teaching Model and Application Effect of Standardized Training for General Practice Residents in China. Chinese Journal of General Practice, 24(19): 2401–2407.
Ma JY, Liang HM, Fan WX, et al., 2022, Meta-Analysis of the Teaching Effect of the Blended PBL+CBL+TBL Teaching Model in Basic Medical Education in China. Chinese Journal of Immunology, 38(18): 2274–2279.
Yin XL, Sun YE, 2022, Application of a Combined Teaching Model in Clinical Emergency Management Teaching for Standardized Training of Anesthesiology Residents. Journal of Clinical Anesthesiology, 38(9): 954–957.
Zhao XM, Guo SF, Jiang YB, et al., 2021, Research on the Application of a Combined PBL and CBL Teaching Method in English-Medium Instruction of Pathogenic Biology for International Students. Chinese Journal of Pathogenic Biology, 16(7): 866–868. https://doi.org/10.13350/j.cjpb.210730
Liang Y, Li HL, Qiu XM, et al., 2021, Application of Standardized Patients Combined with CBL Teaching Model in Clinical Practice Teaching for Ophthalmology Professional Master’s Degree Students. International Journal of Ophthalmology, 21(5): 895–898.
Hu JW, Xu JL, 2021, Research on the Application of CBL Teaching Method in Clinical Probation Courses of Diagnostics. China University Teaching, 2021(3): 66–68 + 85.
Cheng L, Liu Y, Cui Y, et al., 2020, Application of Case Teaching Method Based on Mind Mapping in Online Anesthesia Probation Teaching. Chinese Hospital Management, 40(12): 80–82.
Yuan H, Mu X, Zhao CG, et al., 2019, Application of PBL Combined with CBL Teaching Method in Practical Teaching of Rehabilitation Therapy. Chinese Journal of Rehabilitation Medicine, 34(9): 1077–1079.
