探讨基于问题的学习（PBL）联合基于案例的学习（CBL）教学法在提升医学留学生在外科临床实习中的效果研究。

选取新疆维吾尔自治区人民医院2023年2月至2024年1月的90名留学生为研究对象，采用随机数字表分为研究组（CBL+PBL组, 45名）和对照组（“以外科教师授课，以留学生听课为主的传统教学模式”（LBL组, 45名)。比较2组在外科领域教学效果和教学满意度之间的差异。

在基础理论考试方面，研究组的留学生平均成绩明显优于对照组（72.15±8.85）分；临床技能考核方面，研究组的留学生平均成绩也明显优于对照组（76.34±9.28）分，差异有统计学意义(P<0.05)。研究组在学习兴趣、文献查阅能力、语言表达能力和临床思维能力4个方面评价均明显高于对照组，差异有统计学意义(均P<0.05)。研究组留学生对教学模式的满意程度为100%，对照组留学生对教学模式的满意程度为86.67%。

PBL结合CBL教学法有利于加深医学留学生对普外科理论知识的理解，培养自主学习和解决问题的能力，明显优于对照组教学法，可以有效提升医学留学生的理论和实践教学培训效果。

To explore the effectiveness of problem-based learning (PBL) combined with case-based learning (CBL) teaching method in enhancing the clinical internship of medical international students.

A total of 90 international students who internshiped in surgery from Xinjiang Uygur Autonomous Region People's Hospital from January 2023 to February 2024 were selected as the research subjects. They were randomly divided into a research group (CBL+PBL group, 45 students) and a control group (Lecture based Learning, LBL group, 45 students) using a random number table. Compare the differences in teaching effectiveness and satisfaction between two groups in the field of surgery.

In terms of basic theory exams, the average score of international students in the research group was significantly better than that in the control group (72.15±8.85) points; In terms of clinical skill assessment, the average score of international students in the research group was significantly better than that in the control group (76.34±9.28) points, and the difference was statistically significant (P<0.05). The research group rated higher than the control group in four aspects, including Learning interest, literature review ability, language expression ability and clinical thinking ability, with statistically significant differences (all P<0.05). The satisfaction level of the research group's international students with the teaching mode is 100%, while the satisfaction level of the control group's international students with the teaching mode is 86.67%.

The combination of PBL and CBL teaching method is beneficial for deepening the understanding of general surgical theory knowledge among medical international students, cultivating their ability to learn independently and solve problems, and is significantly better than the control group teaching method. It can effectively improve the theoretical and practical teaching and training effectiveness of medical students.