Journal Article

The integration of clinical pathway and case-based teaching in standardized residency training in the department of endocrinology

Huang, Yan, Chen, Xiaolin, Cai, Yuli, Chen, Qiong

2026

Overview

Background Endocrine and metabolic diseases exhibit considerable diversity, with clinical manifestations affecting virtually all body systems. Consequently, teaching in this field is highly specialized, posing significant challenges for students to master. It is worthwhile to discuss approaches to improving the teaching quality in endocrinology and metabolism. This study investigates the impact of integrating clinical pathway with representative cases studies on resident education in the department of endocrinology and metabolism. Methods From January 2021 to January 2022, a total of 87 residents who received standardized training in the department of endocrinology and metabolism at our hospital were randomly assigned to either the traditional teaching method group or the clinical pathway combined with case-based teaching group. Upon joining the department, all students training in teaching methodologies, and their professional knowledge was systematically assessed and evaluated. At the conclusion of the four-week training program, students underwent a comprehensive reassessment, evaluation, and survey. Results This study demonstrated that, compared with the traditional teaching method, the integration of clinical pathway and case-based teaching significantly improved students’ theoretical examination scores ( p  < 0.001) and Mini-CEX assessment scores ( p  < 0.001), as well as enhanced trainees’ overall satisfaction with their instructors ( p  < 0.01). Additionally, students in the group integrating clinical pathway and case-based teaching methods reported higher satisfaction with the teaching approach compared to those in the traditional teaching group ( p  = 0.000). Furthermore, the integration of clinical pathway and case-based teaching method has significantly enhanced students’ satisfaction with instruction (χ 2  = 7.85, p  = 0.005). Conclusion It is suggested that the integration of clinical pathway with case-based teaching appears to be more beneficial and effective than traditional teaching method in enhancing the academic performance and clinical competencies of residents undergoing standardized training, while also yielding higher levels of students’ satisfaction.

• Publisher: BioMed Central,BioMed Central Ltd,Springer Nature B.V,BMC
• Subject: Case method / Case studies / Case-based / Clinical competence / Clinical medicine / Clinical pathway / Competence / Confidentiality / Control Groups / Curricula / Departments / Diabetes / Direct Instruction / Education / Educational aspects / Educational Assessment / Endocrine and metabolism / Endocrinology / Enrollment / Evidence Based Practice / Evidence-based medicine / Experimental Groups / Graduate medical education / Integrated Activities / Internal medicine / Learning / Measurement Techniques / Medical Education / Medical Evaluation / Medicine / Metabolism / Methods / Office Occupations / Participant Characteristics / Participant Satisfaction / Patient care planning / Physical Examinations / Physicians / Postgraduate medical education / Questionnaires / Residents (Medicine) / Scientific Research / Skill Analysis / Skill Development / Standardized Tests / Standardized training / Students / Study and teaching / Teaching / Teaching methods / Theory of Medicine/Bioethics / Thyroid diseases / Training