"Internet+" Case-Based Learning Improves Perceived Learning Gains and Teaching Satisfaction in an Integrated Medical Curriculum: A Comparative Study.

Authors

Haoyuan Hu, Jiale Wang, Xinqi Wang, Yourong Chen, Jiahui Zhao, Songyun Wang

Published in

Journal of medical education and curricular development. Volume 13. Pages 23821205261466025. Epub Jul 03, 2026.

Abstract

The integration of "Internet+" technologies into medical education has prompted the evolution of traditional teaching models. Case-based learning (CBL), a student-centered approach, is widely used in integrated curricula such as Clinical Pathophysiology & Therapeutics (CPPT). However, the comparative effectiveness of "Internet+" CBL versus traditional CBL in this context remains underexplored.
To compare the effects of "Internet+" CBL and traditional CBL on teaching satisfaction and perceived learning gains among medical students in a CPPT course, and to provide evidence for educational reform.
A within-subject comparative survey was conducted among fourth-year undergraduate medical students who had experienced both CBL modalities. The adapted Students' Evaluations of Educational Quality (SEEQ) questionnaire was used to assess teaching satisfaction and perceived learning gains. Data from 180 valid responses were analyzed using paired t test or Wilcoxon matched-pairs signed rank test.
"Internet+" CBL was rated significantly higher than traditional CBL in overall teaching satisfaction, understanding and application of knowledge, and development of information analysis and teamwork skills. However, the results showed that the "Internet+" CBL modality received higher ratings in terms of learning burden. Both modalities faced challenges in pre-class question initiation and teacher-student interaction.
"Internet+" CBL is associated with higher student-reported learning gains and greater teaching satisfaction among the medical students, albeit with an increased workload. The findings support the adoption of blended CBL approaches in integrated medical curricula and highlight areas for further optimization, such as improving pre-class engagement and interaction.

PMID:
42405021
Bibliographic data and abstract were imported from PubMed on 06 Jul 2026.

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