Andres S Bustamante, Vanessa N Bermudez, Karlena D Ochoa, Ashlee B Belgrave, Deborah Lowe Vandell
Quality of early childcare and education predicts high school STEM achievement for students from low-income backgrounds
Developmental psychology
embedding clinically relevant learning experience basic science subjects desired preclinical phase undergraduate medical education present study aims modify casebased learning cbl roleplaying situational teaching method assess student feedback learning effect 176 sophomore students majoring clinical medicine harbin medical university randomly divided two groups control group n90 received traditional hybrid teaching experimental group n86 received roleplaying situational teaching students experimental group given oneweek preclass preparation dramatize hyperthyroidism scenario online autonomous learning thyroid physiology performed patients consultation process class followed student presentation key points lecture content questiondriven discussion posttest questionnaire survey conducted class test scores two groups statistical differences whereas rate excellence high scores experimental group significantly higher control group furthermore record online selfdirected learning engagements significantly improved experimental group questionnaire 70 students showed positive attitudes towards roleplaying situational teaching method willing participate chapters physiology course results show cbl supported roleplaying situational teaching method encourages active learning improves application basic knowledge physiology incorporated preclinical curriculums bridge gap theory practice