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. 2025 Jul 1;25(1):957.
doi: 10.1186/s12909-025-07474-3.

The dynamic case-based learning model: conducive to enhancing the practical learning effectiveness of dermatology for medical students

Yidan Li  1 , Li Lei  1 , Ling Jiang  1 , Ping Mao  2 , Chuhan Fu  1 , Jing Chen  1 , Qinghai Zeng  3
Affiliations

The dynamic case-based learning model: conducive to enhancing the practical learning effectiveness of dermatology for medical students

Yidan Li et al. BMC Med Educ. .

Abstract

Background: In dermatological diseases, skin lesions are often subject to dynamic changes. However, under the traditional learning model, medical students lack a dynamic understanding of skin lesions and clinical diagnosis and treatment procedures.

Methods: This study proposes the dynamic case-based learning (DCBL) model, which was presented through typical dynamic cases. We surveyed 129 undergraduate students and 53 clinical dermatologists to gain an understanding of perceptions of the DCBL model.

Results: Eighty percent of students felt very satisfied or satisfied with the DCBL model. They self-evaluated that the new model would greatly improve their attention (92.2%), learning interest (89.9%), self-directed learning ability (89.9%), dynamic understanding of lesions (96.9%), and ability to diagnose and treat skin diseases (95.4%). Additionally, a significant proportion of teachers also believed that students could improve across multiple dimensions, including self-directed learning ability (96.2%) and dynamic understanding of skin lesions (98.1%).

Conclusion: Most clinical dermatologists and students participating in this study expressed a positive attitude towards the DCBL model. According to their perceived responses, the model appears to effectively stimulate the enthusiasm of students for learning, enhance their dynamic understanding of skin diseases, help them to train diagnostic and therapeutic thinking, and improve their diagnosis and treatment skills. However, further empirical research is required to directly assess its impact on the enhancement of diagnostic and treatment abilities in dermatology, as well as its overall effectiveness.

Keywords: Dermatology; Dynamic case-based learning model; Practical teaching.

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Conflict of interest statement

Declarations. Ethics approval and consent to participate: This study was conducted in accordance with the Declaration of Helsinki and was approved by the IRB (Institutional Review Board) at the Third Xiangya Hospital, Central South University, China. Informed consent to participate was obtained from all of the participants in the study. Consent for publication: Not applicable. Competing interests: The authors declare no competing interests.

Figures

Fig. 1
Fig. 1
A schematic diagram of dynamic case data and illustration of a typical case
Fig. 2
Fig. 2
Results of Students’ Questionnaire (A) Expected learning outcomes of the DCBL (B) Expected learning outcomes for skin diseases of the DCBL (C) Comprehensive assessment of the DCBL (D) Comparison of three learning models
Fig.3
Fig.3
Results of Teachers’ Questionnaire. (A) Assessment of current practical teaching (B) Problems with traditional learning model (C) Problems with PBL model. (D) Assessment of learning outcomes (E) Comprehensive assessment of new model (F) Comparison of three learning models
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