Combined Case-Based and Problem-Based Learning in a Cardiothoracic ICU: A Retrospective Nonrandomized Comparative Educational Study.
- 1Department of Thoracic Surgery, Nanjing Drum Tower Hospital, Affiliated Hospital of Medical School, Nanjing University, Nanjing, People's Republic of China.
- 2Department of Geriatrics, Nanjing Drum Tower Hospital, Affiliated Hospital of Medical School, Nanjing University, Nanjing, People's Republic of China.
- 3Department of Cardiac Surgery, Nanjing Drum Tower Hospital, Affiliated Hospital of Medical School, Nanjing University, Nanjing, People's Republic of China.
Abstract
Objective
To compare immediate knowledge improvement, simulation performance, and participant satisfaction between combined case-based learning and problem-based learning (CBL-PBL) and traditional lecture-based training among cardiothoracic intensive care unit (ICU) professionals in a single-center retrospective nonrandomized comparative study.Methods
This single-center retrospective nonrandomized comparative study reviewed training records for 46 healthcare professionals at Nanjing Drum Tower Hospital, China, from January to December 2024. Training-group membership was preference-based, with 23 participants per group. Outcomes included pre-to-post knowledge change, simulation performance, and satisfaction. Additional unadjusted comparisons used the Welch method. Exploratory logistic regression examined membership in a median-defined higher post-training score category, adjusting for age, sex, professional experience, and baseline knowledge. Clinical indicators were reported descriptively.Results
The between-group difference in knowledge improvement favored CBL-PBL by 7.60 points (approximate 95% CI 1.01-14.19; P = 0.025). Simulation-score differences favored CBL-PBL across three scenarios, ranging from 1.60 to 1.90 points (all P ≤ 0.001). Satisfaction was higher by 2.80 points (95% CI 1.91-3.69; P < 0.001). CBL-PBL was associated with higher odds of membership in the higher-score category (adjusted OR 8.961; 95% CI 1.861-43.156; P = 0.006), although the estimate was imprecise.Conclusion
Structured case discussion and collaborative problem-solving warrant further evaluation as components of cardiothoracic ICU training. Prospective studies with validated assessments and delayed follow-up are needed before recommending routine adoption or claiming sustained learning or patient benefit.
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BibTeX
@article{wang2026combined,
title = {{Combined Case-Based and Problem-Based Learning in a Cardiothoracic ICU: A Retrospective Nonrandomized Comparative Educational Study.}},
author = {Zhigang Wang and Yu Tian and Min Ge},
journal = {Advances in medical education and practice},
year = {2026},
month = oct,
doi = {10.2147/amep.s645585},
url = {https://europepmc.org/article/MED/42927388},
note = {CC BY-NC},
}
RIS
TY - JOUR
TI - Combined Case-Based and Problem-Based Learning in a Cardiothoracic ICU: A Retrospective Nonrandomized Comparative Educational Study.
AU - Zhigang Wang
AU - Yu Tian
AU - Min Ge
PY - 2026
DA - 2026/10/20
JO - Advances in medical education and practice
DO - 10.2147/amep.s645585
UR - https://europepmc.org/article/MED/42927388
AB - Objective To compare immediate knowledge improvement, simulation performance, and participant satisfaction between combined case-based learning and problem-based learning (CBL-PBL) and traditional lecture-based training among cardiothoracic intensive care unit (ICU) professionals in a single-center retrospective nonrandomized comparative study.Methods This single-center retrospective nonrandomized comparative study reviewed training records for 46 healthcare professionals at Nanjing Drum Tower Hospital, China, from January to December 2024. Training-group membership was preference-based, with 23 participants per group. Outcomes included pre-to-post knowledge change, simulation performance, and satisfaction. Additional unadjusted comparisons used the Welch method. Exploratory logistic regression examined membership in a median-defined higher post-training score category, adjusting for age, sex, professional experience, and baseline knowledge. Clinical indicators were reported descriptively.Results The between-group difference in knowledge improvement favored CBL-PBL by 7.60 points (approximate 95% CI 1.01-14.19; P = 0.025). Simulation-score differences favored CBL-PBL across three scenarios, ranging from 1.60 to 1.90 points (all P ≤ 0.001). Satisfaction was higher by 2.80 points (95% CI 1.91-3.69; P < 0.001). CBL-PBL was associated with higher odds of membership in the higher-score category (adjusted OR 8.961; 95% CI 1.861-43.156; P = 0.006), although the estimate was imprecise.Conclusion Structured case discussion and collaborative problem-solving warrant further evaluation as components of cardiothoracic ICU training. Prospective studies with validated assessments and delayed follow-up are needed before recommending routine adoption or claiming sustained learning or patient benefit.
SN - 1179-7258
ER -