JCERJournal of Contemporary Educational Research2208-84662208-8474Bio-Byword Scientific Publishing Pty. Ltd.10.26689/jcer.v10i5.15037ArticleExploration of Curriculum Reform in Data Management and Analysis for Medical Researchhttps://artdesignp.com/journal/JCER/10/5/10.26689/jcer.v10i5.15037SongCi,ZhangYou,SunQiufen,YanCaiwang,ZhuXia,YangYi,BianLijun,ZhuMeng20261052026-06-08Objective: To explore the effectiveness of integrating scenario-based learning (SBL) with case-based learning (CBL) in teaching data management and analysis in medical research. Methods: Students in the preventive medicine program at Nanjing Medical University were divided into two cohorts: the 2020 cohort received CBL-only instruction, while the 2021 cohort underwent combined SBL-CBL teaching. Teaching effectiveness was evaluated through process assessment and final skill examination. Results: The SBL-CBL group achieved significantly higher final comprehensive scores than the CBL group (86.33 ± 6.37 vs. 79.50 ± 14.38). All question-type scores improved. In process assessment, the CBL group scored higher overall (17.19 ± 1.89 vs. 16.31 ± 2.04), a difference mainly attributed to peer evaluations. Conclusion: The integration of SBL and CBL has significantly enhanced students’ comprehensive data analysis skills, providing empirical evidence for teaching reform in the field of public health.

Zhao Q, Wang Q, Yang YN, et al., 2023, Effect and Evaluation of Integrated Teaching Method Reform in Epidemiology Teaching on the Improvement of Students’ Comprehensive Application Ability. China Higher Medical Education, (02): 96–98.

Yang Z, Li C, Liang Y, et al., 2024, Application of an Adaptive Teaching Model in the Medical Statistics Course. Chinese Journal of Health Statistics, 41(05): 769–774.

Niu R, Fang R, Wang H, et al., 2018, Application of Interactive Teaching Based on Mind Mapping in Data Management and Analysis. Education Teaching Forum, (41): 157–158.

Sun J, Chen H, 2024, Current Status and Survey Analysis of Research Data Management among Clinical Medicine Postgraduates. Modern Medicine and Health, 40(19): 3405–3410.

Donkin R, Yule H, Fyfe T, 2023, Online Case-Based Learning in Medical Education: A Scoping Review. BMC Medical Education, 23(1): 564.

Song XQ, Wei HP, Su H, et al., 2025, Practice of Case-Based Teaching in Medical Genetics under the Concept of Outcome-Based Education: Taking “Chromosomal Diseases” Teaching as an Example. Medical Research and Education, 42(02): 66–74.

Dai HF, Wang S, Zheng YX, 2019, Curriculum Reform and Teaching Practice of Scenario Simulation Based on the Integrated Concept. China Higher Education, (Z2): 76–77.

Lu YH, Pan JW, Han BB, et al., 2024, Practice and Exploration of Virtual Patients Combined with CBL Teaching in Internal Medicine Education. Chinese Journal of Medical Education Research, 23(12): 1670–1675.

Ministry of Education, 2019, The Ministry of Education Issued the “Implementation Opinions on the Construction of First-Class Undergraduate Courses.” Domestic Higher Education Teaching Research Trends, (23): F0001.

Huang Q, Yan SY, Huang J, et al., 2024, Effectiveness of Simulation-Based Clinical Research Curriculum for Undergraduate Medical Students: A Pre-Post Intervention Study with External Control. BMC Medical Education, 24(1): 542.

Zhang ZJZ, Wang H, Shang J, 2018, Application of Scenario Simulation Teaching in Emergency Training for Public Health Physicians Responding to Major Public Health Events. Medical Education Management, 4(4): 322–325.

Wang HY, Zhou YN, Qin M, et al., 2019, Application of CBL Combined with Scenario Simulation Teaching in Public Health Emergency Education. Health Vocational Education, 37(8): 78–80.

Huang P, Wang H, Wang Y, et al., 2020, Study on the Relationship between the Flipped Classroom Teaching Model and the Teaching Effect of Epidemiology in Preventive Medicine. China Higher Medical Education, (9): 47–48.

Chen M, Sang XS, 2018, An Empirical Study on College Students’ Cognition of and Satisfaction with Courses under the Reform of the Blended Teaching Model. Modern Distance Education, (5): 57–64.