Exploration and Practice of Blended Teaching Model Based on TBL+CBL in the Course of Clinical Pharmacokinetics for Long-term Medical Training

Corresponding author: Zhang Lan, zhanglan@xwhosp.org

DOI: 10.12201/bmr.202604.00091

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  Abstract: Objective: To explore the application effect of a blended teaching model combining Team-Based Learning (TBL) and Case-Based Learning (CBL) in clinical pharmacokinetics courses for long-term medical students. Methods: A total of 58 students from the 2020 cohort and 60 students from the 2021 cohort at Capital Medical University were selected as subjects. The control group consisted of 58 students, who received traditional lecture-based learning (LBL), while the experimental group consisted of 60 students, who underwent TBL+CBL blended instruction. The teaching effectiveness was comprehensively evaluated through final exam scores, formative assessment results, and a questionnaire survey, which were analyzed using SPSS 27.0. Results: The experimental groups final exam scores, especially those in case report analysis, significantly outperformed those of the control group (P<0.05). Formative assessments revealed that the team test (tRAT) scores of the experimental group were superior to individual test (iRAT), and there was a significant improvement in case analysis skills. Survey results indicated that the experimental group showed higher interest in the teaching model, enhanced autonomous learning abilities, stimulated interest in learning, improved clinical thinking skills, enhanced collaborative awareness and team spirit, better teacher-student communication, and enhanced classroom learning outcomes compared to the control group. Conclusion: The TBL+CBL blended teaching model effectively enhances the quality of clinical pharmacokinetics education, promotes the development of students clinical competence and overall qualities, and holds high application and promotion value.

  Key words: Team-Based Learning; Case-Based Learning; Blended Teaching; Clinical Pharmacokinetics; Teaching Reform

  Submit time: 10 April 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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  1	2026-03-05	10.12201/bmr.202604.00091V1	Download

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