摘要目的:建立一种成熟有效的新型多媒体PBL教学法，提升学生临床思维能力。方法:将2018至2019年在本院实习的60名临床医学学生分为研究组和对照组，各30名。研究组男13人，女17人，年龄（21.89±0.80）岁；对照组男14人，女16人，年龄（22.16±0.65）岁。研究组在消化内科临床实践过程中采用新型PBL多媒教学方法。对照组采用传统LBL授课方法。比较两组教学效果。结果:研究组总成绩为（89.23±3.65），对照组为（79.30±3.52），差异具有统计学意义（ P<0.05）。研究组及对照组在专业兴趣提升、专业知识理解能力、思维扩展能力、教学方法认可度方面差异具有统计学意义（均 P<0.05）。 结论:测试成绩和问卷调查结果显示研究组明显优于对照组，新型PBL教学法用于消化内科教学实践，可提高学习成绩，增强思维能力，是一种值得推广的方法。

abstractsObjective:To establish a mature and effective new multimedia PBL teaching method and to improve students' clinical thinking ability.Methods:60 clinical medical students who took internship at our hospital from 2018 to 2019 were divided into a study group and a control group, with 30 in each group. There were 13 male and 17 female in the study group; they were (21.89±0.80) years old. There were 14 male and 16 female in the control group; they were (22.16±0.65) years old. The study group adopted a new PBL multi-media teaching method in the clinical practice of gastroenterology. The control group adopted the traditional LBL teaching method. The teaching effects were compared between these two groups.Results:The total achievement of the study group was (89.23±3.65), while that of the control group was (79.30±3.52), with a statistical difference ( P<0.05). There were statistical differences in professional interest promotion, professional knowledge understanding ability, thinking expansion ability, and recognition degree of teaching methods between these two groups (all P<0.05). Conclusion:The test results and questionnaire survey results show that the study group was significantly better than the control group. Using new PBL teaching method in the teaching practice of gastroenterology can improve their learning results and thinking ability, so it is a method worthy of promotion.