摘要目的:为进一步提高北京协和医学院临床医学专业培养模式改革试点班的基础与临床整合课程教学效果，通过分析试点班基础与临床整合课程使用的配套教学方法现状，探讨整合课程教学方法改进的途径。方法:以2020年9月至2021年8月完成整合课程的2020级试点班学生作为研究对象。围绕课时设置、整合效果、自主学习方法等对研究对象开展问卷调查和访谈，采用R4.0.0软件对相关数据进行统计分析。结果:现有各整合课程模块的周课时数为（27.59±2.61）h，高于学生期望值。周课时数与各模块的平均满意度得分呈负向线性相关性（ r=-0.71， P=0.022）。基础与临床整合的平均满意度得分为2.652。使用以案例为基础的教学（case-based learning，CBL）/以问题为基础的教学（problem-based learning，PBL）时，学生课前预习时间的中位数为30 min。 结论:基础与临床整合课程改革中，与之相适应的教学方法选择和合理运用至关重要。为进一步提高教学效果，应降低理论授课学时数，精心设计和准备学习资料，教学内容的组织应重视知识的内在逻辑性及临床知识与基础医学阶段所学知识的相关性。

abstractsObjective:To investigate the current status of the teaching methods used in the integrated basic and clinical courses and the approaches for improving such teaching methods, and to improve the teaching quality of the integrated basic and clinical courses for "4+4" Medical Doctor Program in Peking Union Medical College.Methods:Students in the Class 2020 of "4+4" Medical Doctor Program who completed the integrated courses from September 2020 to August 2021 were enrolled as subjects. Questionnaire surveys and interviews were performed for the subjects in terms of class hours, integration effect, and self-learning methods. R4.0.0 software was used to perform a statistical analysis of data.Results:The mean weekly class hours of existing modules were (27.59±2.61) hours per week, which was higher than the expectation of students. There was a negative linear correlation between weekly class hours and mean satisfaction score of each module ( r=-0.71, P=0.022). The integration of basic and clinical medical courses had a mean satisfaction score of 2.652. The median preview time for case-based learning/problem-based learning was 30 minutes. Conclusions:In the reform of the integration of basic and clinical medical courses, it is crucial to select and apply proper teaching methods. In order to further improve teaching effect, it is advised to reduce the class hours of theoretical lectures and carefully design and prepare learning materials, and the teaching contents should be organized according to the internal logic of knowledge and the association between clinical knowledge and the knowledge learned during the stage of basic medicine.