To explore the application value of case-based collaborative learning (CBCL) in clinical practice teaching of gastroenterology.

The data of 175 trainee internal doctors in the 5-year clinical undergraduate class of the Department of Internal Medicine, Fuxing Hospital Affiliated to Capital Medical University from 2021 to 2023 were selected.The observation group consisted of 86 from September 2022 to August 2023, and the control group consisted of 89 from September 2021 to August 2022.The observation group was given flipped classroom combined with CBCL model to teach cases of cirrhosis combined with upper gastrointestinal bleeding, while the control group was given routine problem-based learning (PBL) teaching method.The clinical teaching effect of the two groups was observed and compared.

The average score of the observation group was (4.13±0.82), and the median correct rate of 5 questions was 94.2 (91.9, 97.7)%.The average score of the control group in the knowledge test after class was (3.52±0.96), and the median correct rate of the 5 questions was 91% (79.8, 94.4); There was significant difference in accuracy between the two groups (P<0.05). The accuracy of LDRf classification under esophagogastric varices (EGV) and the principle of primary prevention of cirrhosis were significantly improved (P<0.001). Teaching effect feedback evaluation is good.

In the clinical teaching of internal medicine, the application of case-based collaborative learning in clinical probation teaching has significant effects, which can effectively improve students′ thinking analysis ability and cultivate their clinical thinking, and has certain clinical application value.