Bridging the theory-practice gap in laboratory medicine: development and application of a standardized case library for fostering clinical reasoning in postgraduate training - Summary - MDSpire
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Bridging the theory-practice gap in laboratory medicine: development and application of a standardized case library for fostering clinical reasoning in postgraduate training
To develop a comprehensive teaching case library and evaluate its associations with student outcomes in clinical laboratory diagnostics education.
Approach:
Evaluation Methods: Teaching effectiveness was assessed through examination scores, classroom participation rates, and thematic analysis of qualitative student feedback, focusing on key themes identified in student responses.
Key Findings:
66.6% of CBL students achieved 'high engagement' compared to 33.3% in the control group.
The CBL group reported a mean composite engagement score of 4.5 ± 0.4 versus 3.2 ± 0.6 in the control group (P < 0.01).
The CBL group showed a mean score improvement of 5.8 points on end-of-rotation examinations (95.4 ± 2.9 vs. 89.6 ± 7.5, P = 0.004).
Thematic analysis indicated that CBL reduced cognitive load, enhanced self-confidence, and fostered professional identity.
Interpretation:
The findings indicate that a systematically constructed case library integrated with CBL may bridge the theory-practice gap and support clinical competency development.
Limitations:
The study is exploratory and conducted at a single center, which may limit the generalizability of the results.
Results should be validated in larger-scale, preferably randomized, investigations to confirm findings.
Conclusion:
The study presents a scalable educational model for laboratory medicine training.
