PBL-CBL整合教学在内分泌科轮转临床医学专业学位研究生培养中的应用

目的 探讨以问题为基础的学习（problem-based learning，PBL）-以案例为基础的学习（case-based learning，CBL） 整合教学在内分泌科轮转临床医学专业学位研究生培养的效果。方法 将80名在内分泌科轮转的临床医学专业学位研究生随机分为试验组（采用PBL-CBL整合教学）和对照组（采用传统教学），每组40人，轮转期为3个月。记录两组学生入科和出科时专业考试成绩，并通过问卷调查分析自信心、学习主动性和人际交往能力。采用SPSS 20.0进行t检验、卡方检验。结果 两组学生基线情况一致，经过3个月的转轮期后，与入科前相比，试验组学生的出科考试成绩、自信心、学习主动性和人际交往能力明显提升，差异均有统计学意义（P<0.001）。结论 PBL-CBL整合教学效果优于传统教学，有助于提高临床医学专业学位研究生在内分泌轮转的学习能力和成绩，值得推广。

Application of the problem-based learning-case-based learning integrated teaching model in the training of clinical professional postgraduates on rotation in endocrinology

Objective To investigate the effect of the problem-based learning (PBL)-case-based learning (CBL) integrated teaching model in the training of clinical professional postgraduates on rotation in endocrinology.Methods A total of 80 clinical professional postgraduates on rotation in endocrinology were randomly divided into experimental group (using PBL-CBL integrated teaching) and control group (using traditional teaching), with 40 students in each group, and the rotation period was 3 months. Professional examination scores were recorded for the two groups at the time of enrollment and graduation, and a questionnaire survey was performed to investigate their self-confidence, learning initiative, and interpersonal skills. SPSS 20.0 was used to perform the t-test and the chi-square test.Results The two groups had similar conditions at baseline. After three months of rotation, the experimental group showed significant improvements in department examination scores, self-confidence, learning initiative, and interpersonal skills (P<0.001).Conclusion The PBL-CBL integrated teaching model has a better effect than traditional teaching and can help to improve the learning ability and performance of clinical professional postgraduates on rotation in endocrinology, and therefore, it holds promise for further application.