International Journal of Education

Objective This study aimed to evaluate the application effect of comic-assisted teaching combined with case-based learning (CBL) in abdominal physical examination demonstrations for clinical nursing students in internal medicine. Methods Following a quasi-experimental design, 32 full-time nursing interns from July 2023 to April 2024 were assigned as the control group, receiving traditional teaching methods for abdominal examination demonstrations. The 32 interns from July 2024 to April 2025 were designated as the observation group, who received comic-assisted CBL teaching alongside traditional methods. Comparative analyses were conducted on operational skill assessment scores, theoretical scores, student evaluations, teaching satisfaction, and self-directed learning between the two groups. Results The observation group achieved operational skill assessments (86.63±0.51) and theoretical scores (89.06±1.37), significantly higher than the control groups (76.98±1.17) and (77.50±2.10) (P<0.05). Student evaluations, teaching satisfaction, and self-directed learning scores in the observation group also exceeded those in the control group (P<0.05). Conclusion The integration of comic-assisted teaching with CBL methodology in abdominal physical examination demonstrations for nursing students enhances their operational skills, theoretical knowledge, satisfaction, and self-directed learning initiative.

Comic-assisted teaching; CBL methodology; Abdominal physical examination