A systematic review and meta-analysis of the influence of case analysis teaching in clinical anesthesia education

Abstract

Background: The success or failure of anesthesia determines the success or failure of surgery. Therefore, more attention should be paid to the training of students majoring in clinical anesthesia. Traditional teaching methods rely on teacher explanation, and thus students depend greatly on their teachers. In recent years, case analysis teaching has become increasingly popular as an educational mode and is widely praised by students.Many studies have shown that case analysis teaching can not only improve students' enthusiasm but also enable students to apply what they have learned into clinical practice. Methods:The English databases PubMed, Embase, and Ovid MEDLINE were searched from database establishment to April 2021, with the keywords "case analysis teaching", "clinical anesthesia teaching", and "effect analysis". Review Manager 5.3 was used for meta-analysis of experimental data.Results: A total of 3 documents involving 143 students were analyzed to investigate the influence of case analysis teaching in clinical anesthesia education. The results showed that after case analysis teaching, students in the experiment group scored significantly higher than those in the control group, and the difference was statistically significant (MD =2.50, 95% CI: 1.84-3.16, Z=7.41, P<0.00001).Discussion: Studies have found that case analysis teaching allows students to better master knowledge.This meta-analysis analyzed 3 previous studies to investigate the influence of case analysis teaching in clinical anesthesia education.

The Integration of Problem-based Learning and Case-based Learning Approach in Clinical Anesthesia Education

“…On the other hand, CBL utilizes real or hypothetical cases resembling authentic situations encountered in the field of study to facilitate learning and problem-solving. Students examine the details of the case, integrate knowledge from various sources, and work collaboratively to propose informed solutions [5,6].…”