BACKGROUND Case-Based Learning (CBL) has seen widespread implementation in undergraduate education since the early 1920s. Ample data has shown CBL to be an enjoyable and motivational didactic tool, and effective in assisting the expansion of declarative and procedural knowledge in academia. Although a plethora of studies apply multiple choice questions (MCQs) in their investigation, few studies measure CBL or case-based blended learning (CBBL)-mediated changes in students' procedural knowledge in practice or employ comparison or control groups in isolating causal relationships. METHODS Utilizing the flexibilities of an e-learning platform, a CBBL framework consisting of a) anonymized patient cases, b) case-related textbook material and online e-CBL modules, and c) simulated patient (SP) contact seminars, was developed and implemented in multiple medical fields for undergraduate medical education. Additionally, other fields saw a solo implementation of e-CBL in the same format. E- cases were constructed according to the criteria of Bloom's taxonomy. In this study, Objective Structured Clinical Examination (OSCE) results from 1886 medical students were analyzed in total, stratified into the following groups: medical students in 2013 (n = 619) before CBBL implementation, and after CBBL implementation in 2015 (n = 624) and 2016 (n = 643). RESULTS A significant improvement (adjusted p = .002) of the mean OSCE score by 1.02 points was seen between 2013 and 2015 (min = 0, max = 25). CONCLUSION E-Case-Based Learning is an effective tool in improving performance outcomes and may provide a sustainable learning platform for many fields of medicine in future.

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在实践中，基于案例的混合学习是否可以加快将陈述性知识转换为过程性知识的速度？

背景技术自1920年代初以来，基于案例的学习（CBL）在本科教育中得到了广泛的应用。大量数据表明，CBL是一种令人愉悦且具有激励性的教学工具，并且可以有效地帮助扩展学术界的陈述性和程序性知识。尽管大量研究在调查中应用了多项选择题（MCQ），但很少有研究在实践中测量CBL或基于案例的混合学习（CBBL）介导的学生程序知识的变化，或采用比较组或对照组来隔离因果关系。方法利用电子学习平台的灵活性，该CBBL框架由a）匿名患者病例，b）与病例有关的教科书材料和在线e-CBL模块，以及c）模拟患者（SP）联系研讨会组成，在本科医学教育的多个医学领域中开发和实施。此外，其他领域看到了以相同格式单独实现e-CBL的情况。电子案例是根据Bloom的分类标准构建的。在这项研究中，总共对1886名医学生的客观结构化临床考试（OSCE）结果进行了分析，分为以下几类：CBBL实施前的2013年（n = 619）和2015年CBBL实施后的医学学生（n = 624） ）和2016年（n = 643）。结果在2013年至2015年之间，平均OSCE得分显着提高（调整后的p = 0.002）1.02分（最小值= 0，最大值= 25）。