A Cross-sectional Survey Evaluation of Technology-enhanced 
Case-based Learning in Parasitology: Disciplinary Disparities
and the Moderating Role of Prior Knowledge

Xixi Li; Jiaying Yang; Yang Xu; Jiaqi Kang; Feifei Zou; Jianping Chen; Shujuan Tong; Nan Cao*

doi:10.70711/neet.v4i2.8681

A Cross-sectional Survey Evaluation of Technology-enhanced Case-based Learning in Parasitology: Disciplinary Disparities and the Moderating Role of Prior Knowledge

Xixi Li, Jiaying Yang, Yang Xu, Jiaqi Kang, Feifei Zou, Jianping Chen, Shujuan Tong, Nan Cao*

Abstract

Purpose: To evaluate the effectiveness of a Rain Classroom-facilitated case-based learning (CBL) module in parasitology for
medical students, and to examine how this effectiveness is moderated by their disciplinary backgrounds and prior knowledge. Methods: A
voluntary, anonymous post-intervention survey was administered to 168 medical students (Clinical Medicine [CM]: 44%; Traditional Chinese
Medicine [TCM]: 44%; Integrated Chinese-Western Medicine [ICWM]: 14%). A validated 5-point Likert scale was used. Data were analyzed
using descriptive statistics and non-parametric tests (Kruskal-Wallis H, Mann-Whitney U). Results: Overall, 91% of participants reported
substantial knowledge gains (M=1.71). Over 80% endorsed improvements in engagement, exam performance, and critical thinking, though
oral participation was rated lowest (M=2.05). CM students perceived significantly higher effectiveness than TCM students in interactivity and
knowledge comprehension (P<0.017). Prior knowledge significantly enhanced engagement and performance for CM students (P<0.05) but
only influenced oral participation for TCM students, with no significant effect for ICWM students. Conclusion: Rain Classroom-enhanced
CBL is effective for parasitology learning, but its impact is significantly moderated by discipline and prior knowledge. The findings highlight
the need for discipline-specific implementation strategies, such as boosting oral participation in TCM and addressing foundational knowledge
gaps in CM curricula.

Keywords

Learning Engagement; Critical Thinking; Discipline-specific Frameworks

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DOI: http://dx.doi.org/10.70711/neet.v4i2.8681

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