Application of Combined CBL and PBL Teaching in Clinical Education for Critical Care Medicine

Chen Xianjun; Tan Wanlin; Liu Ying

doi:10.3969/j.issn.1004-5775.2026.05.021

Abstract：Objective:To explore the effectiveness of integrating problem-based learning(PBL)with case-based learning(CBL)in critical care medicine education.Methods:A total of 64 clinical medical students who completed their internship in the Department of Critical Care Medicine at Guizhou Medical University Affiliated Hospital from June 2023 to June 2024 were selected as research subjects.They were randomly divided into an experimental group and a control group,with 32 students in each group.The experimental group underwent a combined CBL and PBL teaching model,while the control group received traditional lecture-based learning(LBL).The examination scores,teaching evaluations,and comprehensive quality assessments of the trainees in the experimental and control groups were compared.The impact of the two groups' baseline data on the research findings was analyzed.Results:The examination scores(objective questions and case analysis)and teaching effectiveness evaluations of the trainees in the experimental group were significantly higher than those of the control group in the experiment.In the teachers' comprehensive evaluations of student competencies,the trainees in the experimental group scored higher than the control group in self-directed learning ability,case analysis ability,clinical reasoning ability,teamwork ability,information retrieval ability,report writing ability,and clinical procedural skills,with statistically significant differences(P＜0.05).Conclusion:The combined CBL and PBL teaching approach significantly enhances the educational outcomes for intensive care medicine residents.It improves trainees' independent learning abilities,clinical reasoning skills,information retrieval capabilities,and teamwork spirit.This approach holds significant importance for elevating the quality of training for intensive care medicine residents.