A Practical Study on Enhancing Medical Interviewing Skills and Humanistic Care in Undergraduate Medical Students through CBL Combined with Role-Playing and Reflective Writing

Objective To explore the effectiveness of combining Case-Based Learning (CBL), role-playing scenarios, and reflective writing in enhancing medical undergraduates' medical interviewing skills and humanistic care literacy. Methods Sixty medical undergraduates were randomly divided into two groups, with 30 students in each group. The intervention group received a teaching model combining CBL, role-playing scenario simulation, and reflective writing, while the control group received traditional teaching methods. The effects were evaluated using pre-and post-course communication skills assessments and questionnaires. Results After the intervention, both groups showed improvements in medical interviewing skills and humanistic care literacy. In the intervention group, medical interviewing scores increased from (75.07 ± 5.53) to (82.13 ± 6.70) (t = 0.741, P < 0.001), and humanistic care scores increased from (108.33 ± 9.64) to (117.60 ± 8.24) (t = 0.824, P < 0.001). In the control group, medical interviewing scores increased from (74.27 ± 5.00) to (78.03 ± 5.55) (t = 0.862, P < 0.001), and humanistic care scores increased from (108.93 ± 10.08) to (112.40 ± 10.29) (t = 0.955, P < 0.001). Furthermore, the post-intervention scores of the intervention group were significantly higher than those of the control group in both medical interviewing skills [(82.13 ± 6.70) vs. (78.03 ± 5.55), t = -2.580, P = 0.012] and humanistic care literacy [(117.60 ± 8.24) vs. (112.40 ± 10.29), t = -2.16, P = 0.035]. The teaching satisfaction survey also showed significantly higher scores in the intervention group (89.6 ± 3.69) compared to the control group (84 ± 5.15) (t = -4.843, P < 0.001). Conclusion The combination of CBL, role-playing scenario simulation, and reflective writing can effectively enhance students' medical interviewing skills and humanistic care levels.