Implementing case-based collaborative learning curriculum via webinar in internal medicine residency training: A single-center experience

This study aimed to investigate the effects of the Case-based collaborative learning (CBCL) curriculum in webinar format on internal medicine residents' knowledge covering cardiologic topics and their attitudes toward the CBCL teaching module. CBCL is a novel small-group approach, that incorporates elements of problem-based learning and case-based learning, and it has shown to improve medical students' knowledge mastery. However, few studies have explored its applicability for internal medicine residents, especially in the webinar format. This prospective cohort study included internal medicine residents in a residency program in Beijing, China. Eight CBCL sessions in webinar format covering cardiologic topics were delivered to them from February to April 2020. Pre-session reading materials included textbook and guidelines published by the academic societies. Multiple-choice questions were delivered to assess participants' knowledge before and after the sessions. Changes in participants' knowledge were determined using the paired t test to compare mean values. In addition, surveys based on 5-point Likert scale scores assessed satisfaction at the end of the second and eighth sessions. The Wilcoxon signed-rank test was used to identify any potential satisfaction improvement. In total, 9 internal medicine residents participated in the study, of whom 33.3% were male, and the overall rate of participation in CBCL sessions in webinar format was 94.4%. The mean scores of 50 multiple-choice questions were 68.0 +/- 12.3 and 75.1 +/- 9.9 in the pre- and post-curriculum assessments (P = .029). In the first survey performed at the second week, 5 (55.6%) residents chose like or extremely like in overall satisfaction, neutral by 3 (33.3%) residents and dislike by 1 (11.1%) resident. In the second survey, only 1 (11.1%) resident selected a neutral reply in satisfactory assessment, and the other 8 (88.9%) residents selected either like or extremely like choices. Compared with the results of the first survey, the overall satisfaction rate significantly improved (P = .031). Implementing the CBCL sessions in webinar format for cardiology residents was resulted in the improved knowledge mastery and a high acceptance rate.

Automated summary

This study assessed the impact of a Case-based collaborative learning (CBCL) curriculum in webinar format on knowledge and attitudes of internal medicine residents towards cardiologic topics. The CBCL approach, combining problem-based and case-based learning, has been effective in improving medical students’ knowledge, but its applicability to internal medicine residents in a webinar format is limited. The study included internal medicine residents in a residency program in Beijing, China, who participated in eight CBCL sessions on cardiologic topics from February to April 2020. Pre-session reading materials were provided, and multiple-choice questions were used to assess knowledge before and after the sessions. Surveys based on a Likert scale measured satisfaction. Results showed improved knowledge scores and increased satisfaction with the CBCL sessions.