摘要目的:探讨以问题为基础的学习（problem-based learning，PBL）和传统讲授式教学（lecture-based learning，LBL）在临床医学八年制骨骼运动系统疾病教学中的应用效果。方法:将四川大学华西临床医学院2014级和2015级参与《骨骼运动系统疾病》课程"骨关节炎"教学的临床医学八年制学生分为对照组（60人）和试验组（82人）。对照组采用LBL教学，试验组采用PBL+LBL联合教学。采用问卷调查的方式评价教学效果，包括学习积极性、知识理解程度、思考能力、团队合作能力、实践操作能力、自学能力及师生关系等7个方面，以及对教学满意度的评价。采用SPSS 22.0软件进行 t检验和卡方检验。 结果:试验组学习积极性[（8.00±1.61） vs. （7.28±1.98）]、知识理解程度[（8.02±1.59） vs. （7.33±1.79）]、思考能力[（8.34±1.66） vs. （7.42±1.90）]、团队合作能力[（8.32±1.76） vs. （6.60±2.79）]、实践操作能力[（7.70±1.69） vs. （6.87±2.57）]、自学能力[（8.05±1.65） vs. （7.35±2.48）]及师生关系（7.96±1.75） vs. （7.25±2.10）]方面优于对照组，差异有统计学意义（ P<0.05）。同时，PBL+LBL联合教学组对教学的满意度高于LBL组，差异有统计学意义（ P<0.05）。 结论:在临床医学八年制《骨骼运动系统疾病》课程"骨关节炎"教学中应用PBL+LBL联合教学，可有效提高学生学习积极性，提升教学质量，获得良好的教学效果。

abstractsObjective:To explore the effect of combined problem-based learning (PBL) and lecture-based learning (LBL) on the teaching of skeletal motor system diseases for eight-year clinical medicine program students.Methods:The clinical eight-year medical students from Batch 2014 and 2015 participating in the teaching of "osteoarthritis" in the course of Skeletal Motor System Diseases in West China Clinical Medical College of Sichuan University were divided into control group (60 students) and experimental group (82 students). The control group was taught by LBL teaching method, while the experimental group was taught by PBL+LBL teaching method. A questionnaire survey was conducted to retrospectively analyze the teaching effects, including learning enthusiasm, knowledge understanding, thinking ability, teamwork ability, practical ability, self-learning ability and teacher-student relationship, as well as the evaluation of teaching satisfaction. The SPSS 22.0 software was used for t test and chi-square test. Results:The survey results showed that students in the experimental group were significantly superior to those in the control group in such aspects as learning enthusiasm (8.00±1.61 vs. 7.28±1.98), knowledge understanding (8.02±1.59 vs. 7.33±1.79), thinking ability (8.34±1.66 vs. 7.42±1.90), teamwork ability (8.32±1.76 vs. 6.60±2.79), practical ability (7.70±1.69 vs. 6.87 ± 2.57), self-learning ability (8.05±1.65 vs. 7.35±2.48) and teacher-student relationship (7.96±1.75 vs. 7.25±2.10), with statistically significant differences ( P<0.05). Meanwhile, the PBL+LBL group was more satisfied with the teaching mode than the LBL group, and the difference was statistically significant ( P<0.05). Conclusion:The application of PBL+LBL teaching method in clinical medicine eight-year program course teaching of "osteoarthritis" in Skeletal Motor System Diseases can effectively improve the learning enthusiasm of students, improve the quality of education, and obtain good teaching effect.