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目的：探讨LBL、PBL与CBL相结合的多元化教学模式在烧伤外科研究生临床教学中的效果。方法：研究对象为我院烧伤外科硕士研究生48 人，随机分为A、B、C 三组，A 组采用传统的LBL+ CBL模式进行教学，B 组采用CBL+PBL模式进行教学，C 组采用LBL + CBL + PBL模式进行教学，通过问卷调查和试卷考核两方面比较教学效果。结果：通过问卷调查，C 组学生在对教学的满意度、学习主动性、学习兴趣、知识量和解决问题能力方面显著高于A 组，在知识量和解决问题能力方面显著高于B组，B 组学生在对教学的满意度、学习主动性和解决问题能力显著高于A组；通过试卷考核，C 组学生在理论考核和临床思维考核方面显著高于A组，在理论考核方面显著高于B 组，B 组学生在理论考核方面显著低于A 组。结论：PBL 教学法还不能完全替代LBL 教学法，而LBL、PBL与CBL结合的教学法在各个方面均优于传统教学，有助于提高临床能力。

英文摘要:

Objective:To investigate the effect of multi-modality teaching method of combination of LBL, PBL and CBL in clinical postgraduate teaching of the department of burns surgery.Methods:The 48 master students in the department of burns surgery in our hospital were randomly divided into A, B, and C group. In A group, traditional LBL+CBL teaching method was applied. In B group, CBL+PBL method was used. And in C group, students were taught using the LBL+CBL+PBL method, which is also called multi-modality method. The effects were evaluated by questionnaire and examination.Results:By questionnaire, students in C group had more satisfaction, motivation, interest, knowledge and ability to solve problems than students in A group, students in C group had more knowledge and ability to solve problems than students in B group. By examination, students in C group had better performance than students in A and B groups in basic knowledge and clinical thinking. In contrast, students in B group had significant poorer performance than students in A group in basic knowledge.Conclusion:PBL method can't replace LBL, which has some advantages in delivering knowledge. Combination of LBL, CBL and PBL would bebetter than that of in all aspects of traditional teaching, help to improve the clinical ability.

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