Cultivating Critical Thinking Ability in Clinical Medical Students of Tumor Interventional Radiology through Case-Based Heuristic Teaching Method

Fangfang XIONG; Lanxi QIU; Haoyuan LI; Jinfeng BAI; Ming HUANG; Rong DING

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Article Navigation > Journal of Kunming Medical University > 2026 > Accepted Manuscript

Fangfang XIONG, Lanxi QIU, Haoyuan LI, Jinfeng BAI, Ming HUANG, Rong DING. Cultivating Critical Thinking Ability in Clinical Medical Students of Tumor Interventional Radiology through Case-Based Heuristic Teaching Method[J]. Journal of Kunming Medical University.

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Cultivating Critical Thinking Ability in Clinical Medical Students of Tumor Interventional Radiology through Case-Based Heuristic Teaching Method

1.
Department of Minimally Invasive Interventional Medicine/Peking University Cancer Hospital，Yunnan Hospital/Yunnan Cancer Hospital/The Third Affiliated Hospital of Kunming Medical University，Kunming Yunnan 650118
2.
Department of Interventional Radiology，The First Affiliated hospital of Kunming Medical University，Kunming Yunnan 650032，China

Received Date: 2025-10-23
Available Online: 2026-01-08

Abstract

Abstract

Objective To explore the application value of case-based heuristic teaching method in cultivating critical thinking ability among undergraduate medical students in tumor interventional radiology. A total of 120 undergraduate students enrolled in the course "Interventional Radiology" taught by the Department of Minimally Invasive Interventional Medicine from June 2023 to December 2024 were selected as research subjects. They were divided into two groups using alternating grouping method: traditional teaching group （n = 60, receiving conventional teaching method） and case-based teaching group （n = 60, receiving case-based heuristic teaching method）. Critical thinking disposition inventory （CTDI-CV） scores were compared between the two groups, satisfaction with clinical teaching was assessed, and comprehensive examination results and course pass rates were compared. Results The average comprehensive assessment score for the case-based teaching group was 84.43 points, compared to 81.93 points for the traditional teaching group. The course pass rates for students in the case-based teaching group and traditional teaching group were 98.33% （59/60） and 93.33% （56/60）, respectively. No statistically significant differences were found between the two groups in comprehensive scores and course pass rates （P > 0.05）. After instruction, students in the case-based teaching group demonstrated significantly higher scores in truth-seeking, open-mindedness, analytical ability, systematicity, evaluative confidence, inquisitiveness, cognitive maturity, and overall critical thinking scores compared to the traditional teaching group （P < 0.05）. The average course satisfaction score for the case-based teaching group （14.22 points） was significantly higher than that of the traditional teaching group （13.52 points）（P < 0.05）. Conclusion The application of case-based heuristic teaching method in the instruction of undergraduate medical students in tumor interventional radiology can effectively enhance students' critical thinking ability. While maintaining the effectiveness of foundational teaching, this method can effectively improve students' critical thinking ability and course satisfaction, demonstrating high value for promotion and application.
- Case-based heuristic teaching,
- Interventional radiology,
- Critical thinking,
- Course satisfaction,
- Course examination pass rates

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References(38)

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