Content area
Aim
This study aims to evaluate the application effect of Chat Generative Pre-trained Transformer (ChatGPT)-driven blended teaching model in nursing rounds.
Background
Traditional teacher-centered nursing rounds often lead to passive learning and low efficiency. It remains uncertain whether ChatGPT-based nursing rounds is superior to traditional teaching in nursing rounds.
Design
A quasi-experimental study was conducted, involving pretest and post-test assessments with both a study group and a control group.
Methods
A total of 124 nursing students from three tertiary hospitals were divided into two groups. The teaching intervention (TI) group, consisting of 64 participants, received training using a ChatGPT-driven teaching rounds. In contrast, the traditional teaching (TT) group, with 60 participants, underwent conventional nursing rounds. The impact of these two teaching methods on nursing rounds was compared through pre- and post-training evaluations of professional skills and questionnaires.
Results
Following the intervention, nursing students in the TI group exhibited enhanced clinical competency and critical thinking ability compared with those in the control group ( p < 0.05 for both). Furthermore, the learning efficiency of students in the TI group was elevated and they provided a more favorable evaluation of the innovative ward round teaching method.
Conclusion
Traditional nursing rounds adopt a conventional method, whereas the ChatGPT-integrated blended teaching model revolutionizes them. It boosts students' clinical skills, critical thinking and scenario comprehension, enabling them to tackle complex cases and make sound judgments. Additionally, it optimizes learning efficiency, saving time and facilitating targeted teaching.
1 Introduction
In recent years, as the economy and society continue to develop and the medical service model transforms, patient expectations for healthcare services have increased, presenting new challenges for clinical nursing. Nursing students frequently encounter diverse patient scenarios and must be able to identify, analyze and apply theoretical knowledge to practical situations to effectively resolve issues ( Li et al., 2019). Consequently, nursing educators need to bridge the gap between theory and practice in clinical instruction, fostering students' critical thinking and problem-solving skills to meet contemporary medical nursing standards.
Nursing rounds are a comprehensive teaching activity that integrates theoretical knowledge with clinical practice, playing a crucial role in students' clinical training (xu et al., 2025). However, in China, most nursing rounds still follow a teacher-centered, passive learning model, resulting in low student engagement and poor learning outcomes. Research indicates that effective nursing rounds can significantly enhance the standardization of nursing practices, improve nurses' professional skills and elevate the overall quality of care.
1.1 Background
Case-based learning (CBL) is a student-centered teaching method that integrates real clinical cases with educational topics. Through interactive discussions and question-and-answer sessions, CBL combines theory with practice, enhancing students' understanding of diagnosis and treatment. Its main features include being case-guided, student-centered and teacher-facilitated ( Yao et al., 2023; Chamala et al., 2021). CBL is widely used in nursing education to improve students' problem-solving skills, critical thinking and learning motivation. However, relying solely on CBL may result in an incomplete curriculum and struggle to meet the demands of clinical nursing education.
Pre-trained large language models, such as ChatGPT, have increasingly captured attention for their potential applications in medical education ( Esteva et al., 2019; Scherr et al., 2023). Research shows that AI models can significantly aid clinical practice, including data analysis, clinical research and guideline decision-making ( Jowsey et al., 2023; Wu et al., 2025). Additionally, they are useful in clinical trial recruitment, clinical data management and patient education. The blended medical teaching reform integrates ChatGPT with traditional methods to offer students personalized and interactive learning experiences through machine intelligence, promoting innovation and improvement in medical education ( Topol, 2019). To our knowledge, few studies have explored the use of ChatGPT in nursing rounds. This study aims to combine CBL with ChatGPT to investigate its application in nursing students' clinical rounds.
2 Methods
2.1 Study design
The study used a quasi-experimental design.
A total of 124 graduates who received internship nursing training in tertiary hospitals from January 2023 to January 2025. The TI group, consisting of 64 participants, received training using a ChatGPT-driven teaching rounds. In contrast, the TT group, with 60 participants, underwent conventional nursing rounds.
Each group was overseen by a teaching team comprising one instructor and two assistants, all holding full-time professional positions in the Department. Informed consent was obtained from all participants and the study received approval from the Institutional Review Board and Ethics Committee of the hospitals.
2.1.1 Inclusion criteria
(1) Participate in a two-year, nationally recognized nursing professional training program.
(2) Students who are currently in their fourth year of study and are undergoing clinical practice.
(3) Students who have given informed consent and voluntarily participated in the research.
2.1.2 Exclusion criteria
(1) Students who have interrupted or withdrawn from the clinical practice for any reason.
(2) Students who have not completed the tests or investigations.
2.2 Teaching strategy
2.2.1 Internship arrangement and case selection
In alignment with the internship outline and the needs associated with prevalent clinical conditions, nursing students are expected to undertake rotations in authentic clinical settings. For this study, seven key departments were chosen: cardiovascular medicine, respiratory medicine, neurology, gastroenterology, orthopedics, general surgery and urology. These departments were selected based on the prevalence of diseases and distinctive clinical attributes, with specific conditions designated for teaching during ward rounds, including myocardial infarction, chronic obstructive pulmonary disease, cerebral infarction, gastroduodenal ulcer, fracture, hernia and urinary calculi. The students were organized into groups of four to six and rotated through these departments, spending four weeks in each. During their time in each department, two teaching ward rounds were conducted.
2.2.2 TI group
The TI group's program was organized as follows: The TI cohort embraced a blended nursing teaching round model that integrated clinical real cases with ChatGPT.
2.2.3 Establishment of the teaching team
A teaching group, headed by the department's chief nurse responsible for educational endeavors, was assembled. Additionally, a teaching secretary was appointed. The team comprised three dedicated nursing instructors.
2.2.4 Pre-round preparations
Instructors: Announced the cases for the ward rounds, delineated the learning objectives, key points and challenges and outlined the standard procedure for the nursing rounds.
Students:
(1) Familiarized themselves with the case material in advance and reviewed pertinent knowledge and skills aligned with the learning objectives. Prepared 2–3 case-related questions, used ChatGPT for in-depth analysis and crafted a PowerPoint presentation for the case discussion.
(2) Researched the disease and explored potential solutions through ChatGPT, consulting textbooks, literature and evidence-based medicine resources.
(3) Gathered comprehensive patient data via interviews with patients/families, reviewing medical records, consulting relevant documents and communicating with attending physicians.
(4) Followed physicians' guidance during ward rounds, gradually becoming acquainted with and mastering the round process. Through observation and participation, they honed their skills in patient interviews and physical examinations.
(5) Learned the standard procedures for physical examinations under the tutelage of physicians and instructors.
(6) CBL Case Discussion: Students engaged in small-group discussions, analyzed patient data and reviewed relevant theoretical knowledge. They explored challenges encountered in self-directed learning. Any ambiguities or uncertainties were addressed through ChatGPT, textbook consultation, literature review, or online resources. When necessary, they sought further guidance from the teacher.
(7) Collaborated to produce the case presentation PPT.
2.2.5 During nursing rounds
Students:
(1) In the demonstration room, they introduced the round's theme, explaining the round's goals and potential challenges. They reported the case, including a brief history, chief complaints, examination findings and current treatment and care.
(2) At bedside rounds: The round team entered the patient's room. Both teachers and students greeted the patient and their family. Students conducted nursing interviews, incorporating observation, inquiry and physical examination, integrating key patient information points. Students underwent physical examinations, with auscultation, palpation and percussion performed under instructor supervision to assess their examination skills and the accuracy of findings. Following the examination, patients were informed of their condition and received health education before the team departed.
(3) Back in the demonstration room: Students discussed the previous PowerPoint presentation and issues identified at the bedside. Discussion highlights included the implementation, effectiveness and challenges of nursing interventions. They analyzed reasons for non-implementation of nursing measures and explored improvement strategies. New care issues were identified, and priorities were set. Individualized care plans and measures were formulated based on nursing assessments. Potential care problems were identified, and prevention and monitoring methods were explored. During the discussion, students presented diverse viewpoints, exchanged ideas and learned from one another.
Instructors: Provided additional guidance throughout and offered feedback, guidance and necessary corrections at the conclusion.
2.2.6 Post-round extensions
Students were encouraged to use ChatGPT and consult relevant materials to confirm and deepen their understanding when encountering uncertainties or unfamiliar elements during rounds. Case Assignment: Teachers assigned similar cases to students, who were tasked with repeating the nursing process, including nursing interviews, physical examinations, nursing diagnoses and nursing plan formulation. Case Report: Students were instructed to compose a case report based on their nursing ward round notes.
2.3 TT group
The TT group's teaching round model was structured as follows: Teacher-centered instruction served as the primary pedagogical approach.
(1) Pre-Rounds: The teacher prepared a nursing round plan.
Students: Familiarize with the case and review relevant knowledge and skills. Self-search for information, discuss and make PowerPoint presentation.
(2) During Rounds: Following a structured process, from case introduction, nursing assessment, nursing diagnosis, intervention measures to effect evaluation. After the explanation, the instructor demonstrated the physical examination at the bedside. Throughout the process, students primarily listened, observed and responded to the teacher's questions.
(3) Post-Rounds: The instructor summarized the round's content. Students review the content and write a case report.
2.4 Assessment methods
One month after the training concluded, both groups of participants were required to complete a clinical teaching evaluation. The evaluation criteria encompassed:
2.4.1 Competency inventory of nursing students (CINS)
The CINS was designed to gather data on students' proficiency in clinical nursing knowledge and skills. It was based on the work of Hsu and Hsieh ( Hsu, Hsieh, 2013). This section of the instrument, aimed at assessing competency in clinical nursing knowledge and skills, comprises 6 subscales, totaling 43 items. Each item is rated on a seven-point Likert scale, with the overall score ranging from 43 to 301 points. A higher score indicates greater competency in clinical nursing knowledge and skills. The Cronbach’s alpha coefficient for internal consistency and reliability of the CINS was 0.95.
2.4.2 Critical Thinking Disposition Inventory (CTDI-CV)
The CTDI-CV was revised by Peng et al. to evaluate the critical thinking ability of nursing students ( Peng et al., 2004). The inventory comprises seven dimensions: truth-seeking, open-mindedness, analytical thinking, systems thinking, self-confidence in critical thinking, curiosity and cognitive maturity. Each dimension encompasses 10 items, totaling 70 items, with a mix of 30 positively worded and 40 negatively worded questions. Negative items were scored in reverse on a 6-point Likert scale, where 6 signifies strong agreement and 1 indicates strong disagreement. A maximum score of 420 can be achieved, with a score of 280 or above deemed indicative of positive critical thinking. The inventory demonstrated high internal consistency, with a Cronbach's α coefficient of 0.90 and a content validity index of 0.89. The scores for individual dimensions ranged from 0.60 to 1.0.
2.4.3 Questionnaires
After completing the nursing training, anonymous surveys were conducted with both groups to assess the effectiveness of the two training methods. The questionnaires contained seven evaluation items for each method, including communication opportunities, self-study ability, teamwork and communication skills, clinical thinking ability, learning interest and initiative, ability to analyze and solve problems and overall satisfaction with the learning experience. Participants indicated 'Y' (Yes) or 'N' (No) beside each item to signify whether the instruction had enhanced their abilities in that particular area. The questions were designed to collect participants' viewpoints and impressions regarding various facets of the course, with the objective of evaluating its overall efficacy. Moreover, we also investigated the time spent on learning before and after class in the TI and TT groups.
All participants provided informed consent and were informed that participation in the tests and surveys was voluntary. As identification numbers rather than real names were used in the tests and surveys, the results would not affect their course grades or performance. Participants completed the tests and surveys independently.
2.5 Statistical analysis
According to previous studies, the sample size was estimated and a minimum of 48 cases were required for each group to detect a significant difference (xu et al., 2025). SPSS version 24.0, a software developed by IBM (Armonk, NY), was used as the instrument for performing data analyses. Data following a normal distribution were presented in the format of mean ± standard deviation, with t-tests employed for comparisons between two groups. Count data, on the other hand, were displayed as case numbers with accompanying percentages and group differences were evaluated using the chi-square test. For categorical data, comparisons were carried out using the Kruskal-Wallis test. All statistical tests conducted were two-tailed, with statistical significance established at P values less than 0.05.
3 Results
3.1 Demographic characteristics
From January 2024 to January 2025, a total of 124 nursing students from three tertiary hospitals underwent training and participated in the study. Among them, 64 participants were allocated to the TI group, whereas the remaining 60 were assigned to the TT group. The mean age of participants in the TI group was 20.36 ± 2.54 years, while in the TT group, it was 20.24 ± 2.36 years. In the TI group, 56 participants (87.5 %) were females and in the TT group, 60 participants (83.3 %) were females. In the TI and TT groups, the proportion of Junior College students was 71.87 % and 66.67 % respectively. The findings indicate that there were no statistically significant differences between the two groups with regard to age, gender, prior internship or hospital study experience and pre-training assessment scores (
3.2 CINS assessments pre- and post-class
Utilizing CINS evaluations, we objectively compared the impact of the training on students. Compared with the TT group, the TI group had higher scores in Ethics & accountability, General clinical skills, Lifelong learning, Clinical biomedical science and Critical thinking & reasoning (
p < 0.05 for all;
3.3 CTDI-CV pre- and post-class
The CTDI-CV was used to evaluate the critical thinking ability of nursing students before and after nursing rounds. Compared with the TT group, the TI group had higher scores in Truth-Seeking, Open-Mindedness, Analytical Thinking, Systematic Thinking, Confidence In Critical Thinking, Inquisitiveness and Cognitive Maturity (
p < 0.05 for all;
3.4 Questionnaire outcomes
A total of 124 questionnaires were distributed and successfully retrieved, yielding a 100 % recovery rate. The students in the TI group were more satisfied with the teaching method than those in the TT group. Furthermore, the TI Group exhibited significantly more favorable responses than the TT Group regarding communication opportunities, self-study ability, teamwork and communication skills, clinical thinking ability, learning interest and initiative and ability to analyze and solve problems (
p < 0.05 for all;
In addition, we investigated the study time of students in the TI and TT groups before and after class. The study found that the TI group spent less time before and after class than the TT group (
p < 0.05,
4 Discussion
4.1 Improving clinical competency
The findings reveal that the ChatGPT-integrated nursing round teaching model enhances the clinical competencies of nursing students. This suggests that this teaching approach is effective in boosting nursing students' clinical competencies. The underlying reasons may be multifaceted: Firstly, the teaching round model offers nursing students practical experience, enabling them to observe and engage in authentic patient care situations, thereby refining their practical skills and decision-making capabilities ( Zheng et al., 2021). Secondly, adopting a student-centered and teacher-assisted blended approach, this method involves preparing PowerPoint presentations and collaboratively discussing patient treatment and nursing interventions. It fully engages students' initiative, helping them master cardiovascular nursing knowledge and skills, while also promoting knowledge sharing and critical thinking. Furthermore, it encourages active student engagement and provides immediate feedback, aiding students in rectifying mistakes and enhancing their problem-solving abilities and clinical practice. In addition, nursing rounds expose students to diverse case scenarios, broadening their understanding of various medical issues and improving their adaptability across different clinical settings ( Diez, Firat Ç 2016). Moreover, the streamlined structure of nursing rounds ensures comprehensive coverage of teaching topics, aligning educational objectives with clinical practice standards.
Clinical competency is subject to the influence of a multitude of factors, encompassing education and training, practical experience, clinical judgment and decision-making capabilities, among others ( Gardulf et al., 2016). Some researchers attribute nursing competence to the complex interaction between nurses and patients, placing a strong emphasis on the pivotal role that interpersonal skills play within this dynamic. Moreover, Dilla (2016) highlighted the critical importance of refining clinical guidance and supervision, carefully selecting suitable clinical environments and formulating well-structured clinical practice plans to bolster clinical nursing competency. Park, Kim, (2017) noted that educational and training programs are also beneficial in enhancing nurses' clinical abilities. This is in line with the findings of the present study.
4.2 Enhancing critical thinking skills
In this study, the CTDI-CV served as the tool to assess the critical thinking proficiency of nursing students. This evaluation instrument precisely gauges critical thinking predispositions, encompassing facets like truth-seeking, open-mindedness, analytical thinking. By using the CTDI-CV, educators can pinpoint the strengths and areas requiring enhancement among nursing students, enabling them to tailor educational interventions aimed at fostering more resilient critical thinking skills ( Huang et al., 2021). The CTDI-CV's focus ensures that assessments are harmonized with the practical demands of nursing practice, underscoring the significance of sound judgment and problem-solving abilities in real-life situations ( Zhai, Zhang, 2023). The study revealed that nursing students in the TI group exhibited superior critical thinking capabilities compared with the TT group, which is consistent with the findings of Nekouei et al. (2024) and Xu et al. (2025). They respectively applied the 7E teaching method to the prevention and care of diabetic foot ulcers and the teaching of ward rounds.
In the present study, nursing rounds emerged as a platform where nurses collectively deliberated on care plans, shared observations and collaboratively tackled intricate clinical dilemmas. During the rounds, participants actively engaged in contemplating and resolving clinical issues, a process that facilitated the development of students' abilities to analyze problems, evaluate alternatives and render well-informed decisions. This approach spurred caregivers to contemplate diverse perspectives, foresee potential hurdles and devise sensible solutions. Furthermore, nursing rounds exposed nurses to a spectrum of cases and interdisciplinary knowledge insights, thereby broadening their knowledge base and enhancing their problem-analysis and resolution skills. Through consistent participation in nursing rounds, students honed their critical thinking skills, ultimately leading to improved patient outcomes and fostering more efficacious medical care.
4.3 Improving the efficiency of learning
The findings of this study reveal that the ChatGPT-integrated nursing round model significantly reduces students' learning time both prior to and following classes, while boosting their learning efficiency. This model grants instant access to a vast repository of medical knowledge and fosters enhanced interaction and discussion among students and faculty members ( Heng et al., 2023). Leveraging cutting-edge natural language processing capabilities, this innovative approach creates simulated real-patient scenarios, enabling nursing students to hone their critical thinking and decision-making skills in a controlled setting ( Gilson et al., 2023). Moreover, this teaching methodology received unanimous acclaim from students, empowering them to tailor their learning process to their individual circumstances and ensuring access to state-of-the-art educational materials for enhancing their clinical nursing proficiencies. By incorporating AI-driven insights, the model markedly elevates students' educational experience and overall nursing competence, preparing nursing students to excel in their future careers. In contrast, Xu et al. carried out a quasi-experimental investigation in nursing rounds, demonstrating that the 7E teaching model, which is grounded in authentic clinical cases, outperforms the conventional approach. This model bolsters nursing students' critical thinking skills, self-efficacy and clinical practice capabilities. Nevertheless, it comes with the potential drawback of requiring more time and leading to reduced learning efficiency.
Interestingly, nursing rounds have unique characteristics that distinguish them from other disciplines due to their focus on managing complex conditions, monitoring vital signs and implementing specialized interventions ( Andrade et al., 2025). This blended teaching method can effectively promote students to achieve these goals and requirements by combining theoretical knowledge with practical skills. It is crucial to acknowledge that competency and critical thinking ability are the cornerstones of healthcare, exerting a profound influence on decision-making, treatment planning and patient interactions. Higher scores in these realms may indicate a heightened ability to tackle intricate cases and make judicious decisions that place patient safety first. Their importance varies with the setting, especially in critical, high-pressure situations. The reason for this is that students can learn about the pathophysiological processes of diseases through lectures, while practicing and improving their assessment skills of patients during bedside rounds. Additionally, the integration of technology, such as ChatGPT model and health records, enhances learning outcomes by providing realistic scenarios and up-to-date information. This comprehensive approach ensures that students are well-prepared to handle the intricacies of nursing, ultimately improving patient care and outcomes.
4.4 Limitations
Nevertheless, this research has several limitations. First, our analysis was based on training data from just three participating centers, thus the finding might deviate from those reported by other institutions. Second, there may be selection bias. If the researchers do not intentionally allocate students with high and low abilities to different groups, it will lead to the inability to fully attribute the result differences to the teaching mode, thereby affecting the research results. In addition, Hawthorne effect bias may also occur. Students may change their behavior due to knowing they are being observed, which will affect the validity of the results. To reduce these biases, future research can adopt random allocation to ensure comparability between groups; it can also implement blinding, so that the evaluators do not know the student groups, thereby reducing evaluation bias. Third, classifying responses as "yes" or "no" is a qualitative description, but there is a risk of oversimplifying complex phenomena as it does not consider the diversity of emotions and beliefs that individuals may possess. Finally, this study centered on nursing training; however, the relatively brief duration of both the training and follow-up periods could potentially have an impact on the study outcomes. Long-term observation and practice would make the study more robust, while producing more grounded assessments.
5 Conclusion
The traditional nursing rounds follow a rather conventional approach, while the integrated hybrid teaching model of ChatGPT has brought new changes to nursing rounds. It not only enhances the clinical skills and critical thinking abilities of nursing students, but also enables them to have a deeper understanding of clinical scenarios, allowing them to handle complex cases in real situations, conduct critical thinking in emergencies and make reasonable clinical judgments. Moreover, this model also demonstrates excellent efficiency. By leveraging advanced technologies, it optimizes the learning process in nursing rounds, reduces time consumption and enables educators to conduct more meaningful and targeted teaching activities.
Implications for teaching practice
In contrast to conventional nursing rounds, which often adhere to a rigid and traditional framework, the ChatGPT-integrated blended teaching model for nursing rounds emerges as a transformative force in nursing education. This innovative approach not only enhances the clinical competency and critical thinking skills of nursing students but also holds far-reaching implications for clinical practice.
One of the most notable implications lies in its the profound impact on students' ability to handle complex clinical scenarios. By integrating ChatGPT into the teaching model, students are exposed to a wider range of cases and situations, thereby fostering a deeper comprehension of clinical practice. Consequently, they acquire the skills essential for managing intricate cases in real-world healthcare environments, where rapid decision-making and sound judgment are indispensable.
Furthermore, the model's emphasis on critical thinking fosters a culture of inquiry and analysis among students. They are encouraged to question, evaluate and synthesize information, leading to a more nuanced understanding of clinical issues. This not only improves their clinical judgment but also prepares them for the challenges of a rapidly evolving healthcare landscape.
Beyond its educational advantages, the ChatGPT-integrated blended teaching model also offers enhanced efficiency. By optimizing the learning process and minimizing time investment, educators can allocate more resources to meaningful and targeted teaching activities. This not only enhances the quality of education but also ensures that students receive the support and guidance they need to excel in their studies.
In conclusion, the ChatGPT-integrated blended teaching model represents a significant leap forward in nursing education, with profound implications for clinical practice. It has the potential to transform the way nursing students are educated, preparing them for the complexities and challenges inherent in modern healthcare.
Authors Contributions
Jinneng Yin and Guangwei Xing drafted and revised the manuscript. Xianfang Hao and Mingjie Xu conceived the study. All authors read and approved the final manuscript.
CRediT authorship contribution statement
Jinneng Yin: Writing – original draft, Software, Project administration, Funding acquisition, Formal analysis, Data curation. Xianfang Hao: Writing – review & editing, Supervision, Resources, Investigation. Guangwei Xing: Project administration, Methodology, Funding acquisition, Data curation. Mingjie Xu: Writing – review & editing, Visualization, Supervision, Resources.
Consent to Participate
Informed consent was obtained from all individual participants included in the study.
Consent for publication
The authors affirm that human research participants provided informed consent for publication.
Ethical Approval
All procedures were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki Declaration and its later amendments or comparable ethical standards.
Funding
This work was supported by
Declaration of Competing Interest
The authors declare that they have no competing interests.
Acknowledgements
We are grateful to the participants who contributed to this paper.
Table 1
| Variables | Categories | TI（n = 64） | TT（n = 60） | t or χ2 | p |
| M±SD or n (%) | |||||
| Hospital (Class III) | A | 25(39.06 %) | 28(46.67 %) | 0.743 | 0.69 |
| B | 20(31.25 %) | 16(26.67 %) | |||
| C | 19(29.69 %) | 16(26.67 %) | |||
| Age | 20.36 ± 2.54 | 20.24 ± 2.36 | −0.63 | 0.405 | |
| Gender | Women | 8(12.5 %) | 12(20 %) | 1.288 | 0.256 |
| Men | 56(87.5 %) | 48(80 %) | |||
| Education | Bachelor degree | 18(28.13 %) | 20(33.33 %) | 0.395 | 0.53 |
| Junior College | 46(71.87 %) | 40(66.67 %) | |||
| Previous hospital study experience time | 0∼ 6 months | 60(93.75 %) | 54(90 %) | 0.443 | |
| > 6 months | 4(6.25 %) | 6(10 %) | |||
| Pre-training assessment scores | 80.56 ± 3.35 | 80.14 ± 3.42 | 7.14 | 0.651 |
Table 2
| Questions | TI（n = 64） | TT（n = 60） | χ 2 | p | ||
| Y | N | Y | N | |||
| Communication opportunities | 50 | 14 | 36 | 24 | 4.787 | 0.029 |
| Self-study ability | 55 | 9 | 35 | 25 | 11.857 | 0.001 |
| learning interest and initiative | 50 | 14 | 30 | 30 | 10.7 | 0.001 |
| Critical thinking ability | 52 | 12 | 32 | 28 | 11.044 | 0.001 |
| Teamwork and communication skills | 49 | 15 | 28 | 32 | 11.759 | 0.001 |
| Ability to analyze and solve problems | 52 | 12 | 30 | 30 | 12.685 | < 0.001 |
| Are you satisfied with the teaching method | 56 | 8 | 40 | 20 | 7.688 | 0.006 |
© 2025 Elsevier Ltd