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Abstract Purpose: The aim of this study is to explore the effectiveness of integrating CBCL (Case Based Collaborative Learning) and seminar teaching approach into general human anatomy courses, with the aim of providing students with an educational experience that reflects clinical practice. Method: Utilizing a prospective cohort study design, 61 nursing students from the 2021 cohort were assigned as the control group, while 60 nursing students from the 2022 cohort comprised the experimental group. The control group received traditional teaching methods, whereas the experimental group was taught using CBCL in conjunction with Seminar teaching mode. The effectiveness of the two teaching approaches was evaluated by comparing differences in examination scores, teaching satisfaction, teamwork skills, critical thinking abilities, and other aspects between the two groups of students. Results: The experimental group demonstrated significantly higher overall scores compared to the control group (P 0.05). Following the course, the experimental group exhibited higher CTDI-CV scores in seeking truth, open thinking, analytical skills, systematic thinking, self-confidence, thirst for knowledge, and cognitive maturity compared to the control group, with statistically significant differences (all P < 0.01). Conclusion: The integration of CBCL teaching method and Seminar represents an innovative teaching model within the normal human anatomy teaching process. This model blends the practicality of CBCL with the interactivity of Seminar, leading to improved student overall grades, teaching satisfaction, and critical thinking abilities.
Wu et al. (Fri,) studied this question.