Evaluation of the training effect on medical history-taking by Student Self-involvement in problem Condensation model

Corresponding author: Zhu Haiyan, zhuhaiyan929@126.com

DOI: 10.12201/bmr.202602.00015

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  Abstract: Objective: To evaluate the effect of the Student Self-involvement in problem Condensation model on improving students medical history taking ability and clinical thinking ability. Methods: The 2019 grade of five-year Western medicine clinical medicine undergraduates in our school were selected as the control group (47 students), and the 2020 grade were selected as the experimental group (44 students). In the control group, medical history-taking was trained by the traditional teaching method. Meanwhile, in the experimental group, medical history-taking was trained by Student Self-involvement in problem Condensation model to emphasize the significance of students active participating in the process of problem condensation from a large number of previous classic cases. At the end of the course, the teaching effect was evaluated through examinations and questionnaires. Results: The final medical history collection assessment scores of the experimental group were significantly better than those of the control group, (71.65 ± 3.82) vs. (67.44 ± 6.90) points, P < 0.01, with a statistically significant difference. The students recognition of “Student Self-involvement in problem Condensation model” had reached 90%.

  Key words: Problem; Condensation, Medical; history collection, Teaching; model, Effect; evaluation

  Submit time: 5 February 2026

  Copyright: The copyright holder for this preprint is the author/funder, who has granted biomedRxiv a license to display the preprint in perpetuity.
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