International Journal of Medicine and Data

This article aims to delve into the exploration of how the application of Case-Based Learning (CBL) and Problem-Based Learning (PBL) methods can enhance the capabilities of infectious disease medical trainees in addressing clinical challenges and bolstering their comprehensive thinking skills. Initially, the paper discusses the current issues in infectious disease education, with a particular focus on the adaptation of teaching materials and the direct exposure of students to challenges posed by diseases. The implementation of CBL and PBL methods constitutes a significant focus of the article. Regarding CBL, the text emphasizes that through guided practical cases, students can better comprehend theoretical knowledge and apply it to real-life scenarios. On the other hand, PBL emphasizes the process of posing and resolving problems, encouraging students to actively explore and deepen their understanding of knowledge. The article thoroughly analyzes the core characteristics of these two methods, highlighting their benefits in fostering students critical thinking and teamwork skills. In subsequent elaboration, the spotlight gradually shifts to how CBL and PBL methods can be successfully integrated into clinical guidance. The shift in teaching philosophy is considered a crucial aspect, requiring teachers to transition from traditional knowledge transmitters to guides and motivators, igniting students interest in self-directed learning. Simultaneously, the enhancement of teaching skills is indispensable; teachers need to possess the ability to design and guide learning activities to better cater to students needs. Regarding innovative educational approaches, the article mentions leveraging technological tools and simulated environments to provide students with more authentic and clinically-oriented learning experiences, cultivating their adaptability in real-world scenarios. In conclusion, through the application of CBL and PBL methods, infectious disease medical education can better meet the needs of trainees, enabling them to confidently confront various challenges in future clinical practices and enhancing their overall competence. This necessitates a comprehensive improvement in teachers philosophies, skills, and methods to inspire students enthusiasm for learning and cultivate their abilities in innovation and teamwork.

CBL; PBL; Infectious diseases; Standardized training of resident physicians