Enhancing reproductive health clinical training through integrated pedagogy: A quasi-experimental study.
Training competent clinicians in reproductive health requires teaching approaches that integrate theoretical knowledge with clinical reasoning, communication, and evidence-based decision-making. Traditional lecture-based methods often fall short of addressing this complex need in obstetrics and gyne...
| Publicado en: | African Journal of Reproductive Health Vol. 29; no. 10; pp. 118 - 125 |
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| Autores principales: | , , , , |
| Formato: | research tables/charts randomized controlled trial Journal Article |
| Publicado: |
Women's Health & Action Research Centre
Oct2025
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=189102239&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 189102239 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 11184841 G7W jtl: African Journal of Reproductive Health issn: 11184841 maglogo: N pubinfo: dt: Oct2025 vid: 29 iid: 10 pid: 12182 pub: Women's Health & Action Research Centre place: Benin City Edostate 234, <Blank> artinfo: ui: 189102239 189102239 189102239 10.29063/ajrh2025/v29i10.12 189102239 ppf: 118 ppct: 7 formats: tig: atl: Enhancing reproductive health clinical training through integrated pedagogy: A quasi-experimental study. aug: au: Qiu, Xiaorong Lin, Shuang Pan, Hao Wang, Yingnan Ma, Sining affil: School of Internet of Things Engineering,Wuxi University of Technology, 214121, Wuxi City, Jiangsu Province, China sug: subj: Education, Medical China Reproductive Health Education Obstetrics Education Gynecology Education Education, Clinical Teaching Methods Students, Medical Psychosocial Factors Clinical Competence Competency Assessment Critical Thinking Evaluation Student Satisfaction Evaluation Integrated Curriculum Models, Educational Human Male Female Adult China Academic Medical Centers Experimental Studies Prospective Studies Randomized Controlled Trials Random Assignment Quasi-Experimental Studies Comparative Studies Questionnaires Students, Undergraduate Internship and Residency Descriptive Statistics Data Analysis Software T-Tests Chi Square Test Motivation Faculty-Student Relations Problem Solving Medical Practice, Evidence-Based Problem-Based Learning Education, Competency-Based Simulations Adult: 19-44 years Male Female ab: Training competent clinicians in reproductive health requires teaching approaches that integrate theoretical knowledge with clinical reasoning, communication, and evidence-based decision-making. Traditional lecture-based methods often fall short of addressing this complex need in obstetrics and gynecology education. This study examined the effectiveness of an integrated teaching model that combines Case-Based Learning (CBL), Problem-Based Learning (PBL), Standardized Patients (SP), and Evidence-Based Medicine (EBM) in improving clinical competence, critical thinking, and evidence-based application. A prospective, quasiexperimental study was conducted in January and June 2024 at Zhongshan Hospital Fudan University, involving 100 medical interns during their rotation in obstetrics and gynecology. Participants were randomly assigned to an integrated teaching group or a control group receiving conventional lectures. Post-intervention results showed that the integrated group scored significantly higher in clinical performance (Mini-CEX: 8.3 ± 0.9 vs. 6.8 ± 1.1), critical thinking (CTSI: 180.3 ± 15.2 vs. 134.1 ± 14.3), EBM competency (26.9 ± 2.3 vs. 22.9 ± 2.5), and teaching satisfaction (95.2% vs. 75.3%) (all p < 0.01). These findings suggest that the combined CBL/PBL/SP/EBM model effectively enhances clinical and analytical capabilities in reproductive health training. Its broader application could improve the quality of obstetrics and gynecology education and better prepare future healthcare professionals. Former des cliniciens compétents en santé reproductive nécessite des approches pédagogiques intégrées qui combinent les connaissances théoriques avec le raisonnement clinique, la communication et la prise de décision fondée sur les preuves. Les méthodes traditionnelles d'enseignement magistral ne répondent souvent pas à ces exigences complexes dans la formation en obstétrique et gynécologie. Cette étude a examiné l'efficacité d'un modèle d'enseignement intégré combinant l'apprentissage par cas (CBL), l'apprentissage par problèmes (PBL), les patients standardisés (SP) et la médecine fondée sur les preuves (EBM) pour améliorer la compétence clinique, la pensée critique et l'application des données probantes. 'Une étude prospective quasi expérimentale a été menée entre janvier et juin 2024 à l'hôpital Zhongshan de l'université Fudan, impliquant 100 internes en médecine effectuant leur stage en obstétrique et gynécologie. Les participants ont été répartis au hasard entre un groupe d'enseignement intégré et un groupe témoin recevant des cours magistraux traditionnels. Les résultats post-intervention ont montré que le groupe intégré obtenait des scores significativement plus élevés en performance clinique (Mini-CEX : 8,3 ± 0,9 contre 6,8 ± 1,1), en pensée critique (CTSI : 180,3 ± 15,2 contre 134,1 ± 14,3), en compétence EBM (26,9 ± 2,3 contre 22,9 ± 2,5) et en satisfaction envers l'enseignement (95,2 % contre 75,3 %) (tous p < 0,01). Ces résultats suggèrent que le modèle combiné CBL/PBL/SP/EBM améliore efficacement les capacités cliniques et analytiques dans la formation en santé reproductive. Son application plus large pourrait améliorer la qualité de l'enseignement en obstétrique et gynécologie et mieux préparer les futurs professionnels de santé. pubtype: Academic Journal doctype: research tables/charts randomized controlled trial Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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