摘要目的:评价"任务导向"教学在提升非皮肤性病专业住培医师临床皮肤疾病知识方面的效果。方法:选取2017年1月至2019年12月在大连大学附属中山医院皮肤科进行住院医师规范化培训的内科专业住院医师60人为研究对象，分为试验组30人、对照组30人。试验组采用"任务导向"教学，对照组采用传统的教师-学生带教进行住培教育。1个月住培轮转结束后比较两组的理论考核成绩、临床案例诊治考核成绩和住培效果满意度。采用SPSS 19.0软件进行 t检验。 结果:试验组的理论成绩为（82.80±4.31）分、临床案例诊治考核成绩为（54.73±2.65）分，对照组理论成绩为（77.20±4.41）分、临床案例诊治考核成绩为（44.13±4.26）分，试验组均高于对照组（ P<0.001）；住培效果满意度调查问卷结果显示，试验组成绩为（78.13±2.87）分、对照组成绩为（63.73±4.32）分，试验组高于对照组（ P<0.001）。 结论:"任务导向"教学促使非皮肤性病专业住培医师具有一定的皮肤性病学理论知识和解决实际问题的能力。

abstractsObjective:To evaluate the effect of the task-based learning (TBL) teaching mode on improving the knowledge of clinical skin diseases for non-dermatology and venereology residents.Methods:Sixty internal medicine physicians who had undergone standardized residency training in the Department of Dermatology and Venereology of Affiliated Zhongshan Hospital of Dalian University from January 2017 to December 2019 were selected as the research subjects, and they were randomized to experimental group and control group in average. The experimental group adopted the TBL teaching mode, and the control group adopted the traditional teacher-student internship model for the residency training. After one month of regular rotation, we observed the theoretical assessment and clinical case consultation of the two groups. The questionnaire was set for evaluating the satisfaction of physicians on the effectiveness of the residency training. SPSS 19.0 was performed for t test. Results:The average theoretical scores of the experimental group were (82.80±4.31) points, and those of the control group were (77.20±4.41) points. The average scores of the clinical case diagnosis and treatment in the experimental group were (54.73±2.65) points, and those of the control group were (44.13±4.26) points, and the experimental group scored significantly higher than the control group ( P<0.001). The average scores of the satisfaction survey questionnaire in experimental group were (78.13±2.87) points, and those of the control group were (63.73±4.32) points. The experimental group scored significantly higher than the control group ( P<0.001). Conclusion:The TBL teaching mode can promote non-dermatology and venereology professional physicians to have a certain theoretical basis of dermatology and venereology and the ability to solve practical problems.