Keywords
Case-based teaching
Medical frontiers
Scientific thinking
Graduate education
Submitted : 2025-08-05
Accepted : 2025-08-20
Published : 2025-09-04
Abstract
Objective: To evaluate the effectiveness of cutting-edge medical case-based teaching method in graduate neuroanatomy education. Methods: Graduate students enrolled in a neuroanatomy course were divided into two groups: a conventional Case-Based Learning (CBL) group and a CBL group with integration of medical frontiers. In the conventional CBL group, clinical cases and guiding questions were introduced prior to lectures. In the experimental group, recent developments in neuroscience were integrated through interactive methods, including scenario-based simulations, group discussions, and instructor-led debriefings. Teaching outcomes were evaluated through theoretical examinations, laboratory skills assessments, student interviews, and structured questionnaires. Results: The CBL group with medical frontier integration demonstrated significantly improved performance in fundamental theory, diagnostic analysis, and scientific writing compared to the conventional CBL group. Students reported greater satisfaction and engagement with the course. Moreover, they showed marked improvements in applying theory to clinical analysis and hands-on tasks. Enhancements were also observed in clinical reasoning, research literacy, critical thinking, teamwork, and problem-solving abilities. Conclusion: Cutting-edge Medical case-based teaching significantly improves the effectiveness and quality of graduate neuroanatomy education. This approach provides valuable direction for medical education reform and holds strong potential for broader application across diverse medical disciplines.
References
Hongxiang Y, Jinjin C, Guanzhong L, et al, 2023, An Exploration of the Application of Multimodal Image Fusion in Teaching Neuroanatomy. Continuing Medical Education, 37(6): 133–136.
Jianzhong L, Ming L, Haiping W, 2014, An Application of the Case Analysis Method in Teaching Neuroanatomy. China Higher Medical Education, 2014(10): 100–101.
Jie Y, Yuhong J, Lang Z, et al, 2020, Blended Online and Offline Teaching Practice of Neuroanatomy for Clinical Medicine Majors. Basic Medical Education, 22(8): 591–593.
Nian W, Chun T, Hui S, 2023, Application of the Case Analysis Method in Critical Care Medicine Teaching. China Continuing Medical Education, 15(14): 175–179.
Xiaoyu X, Hongdong L, 2024, Feasibility Study of PBL+CBL Cross-Regional Teaching in Pediatrics. Continuing Medical Education, 38(6): 63–66.
Lidan W, Honghao W, Deming L, 2017, Application of Case-Based Teaching in Brainstem Instruction in Neuroanatomy Courses. Chinese Journal of Histochemistry and Cytochemistry, 26(5): 527–530.
Yun H, Feng C, Yan J, et al, 2023, Practice of Case-Based Teaching in Medical Genetics. China Higher Medical Education, 2023(7): 122–124.
Li H, Xinhong T, Shiqi Y, et al, 2021, Application of Blended Online-Offline Teaching in Graduate Neuroanatomy Courses at Traditional Chinese Medicine Universities. China New Telecommunications, 23(17): 223–225.
Baoying Z, Huiying Y, Hao W, et al, 2024, Application of Online Courses in Adult Education for Neuroanatomy. Continuing Medical Education, 38(9): 118–121.
Wei W, 2023, Integration of Neuroscience Frontiers into Undergraduate “Developmental Psychology” Teaching in Psychiatry. Western Quality Education, 9(3): 154–157.
Xiangshan R, Zhenhua L, Mingshi J, et al, 2022, Research on an Interdisciplinary and Integrated Training Model for Medical Postgraduates under the “New Medical Science” Framework. New Education Era Electronic Magazine (Teacher Edition), 2022(45): 99–101.
Jinping L, Xiaodong Z, Hui H, 2021, Reflections on the Reform of Neuroanatomy Teaching. Basic Medical Education, 23(8): 533–535.
Long B, Xiaohong L, Kun X, et al, 2023, Application of Online Platform-Based CBL Teaching in Neuroanatomy Education. Continuing Medical Education, 37(9): 65–68.