摘要目的:探究“智教”+“慧学”混合式教学在中西医结合内科实习教学中的应用效果。方法:按照随机原则，将2019级中西医临床医学专业一班的54名实习生纳入对照组，给予传统教学；另将2019级中西医临床医学专业二班的56名实习生纳入观察组，给予“智教”+“慧学”混合式教学。实习6个月后，比较两组实习生理论考核成绩（基础理论知识、专业理论知识）、临床实践能力[列斯特评估量表（Leichester assessment package，LAP）]、教学满意度。采用SPSS 17.0进行 t检验和卡方检验。 结果:实习结束时，观察组实习生基础理论知识[（41.53±3.42）vs.（38.71±3.38）]、专业理论知识[（39.49±3.14）vs.（37.85±3.07）]，LAP评分总分[（84.32±6.65）vs.（78.46±6.17）]及各分项评分，以及教学满意度均高于对照组（ P均<0.05）。 结论:“智教”+“慧学”混合式教学能够加强中西医结合学科实习生掌握理论知识，提高实习生临床实践能力和教学满意度。

abstractsObjective:To investigate the application effect of the blended teaching model of "intelligent teaching" and "wisdom learning" in the practice teaching of integrated traditional Chinese and Western medicine in internal medicine.Methods:According to the principle of randomization, 54 interns in Class 1 of integrated traditional Chinese and Western medicine in the grade of 2019 were selected as control group and received traditional teaching, and 56 interns in Class 2 were selected as observation group and received blended teaching with "intelligent teaching" and "wisdom learning". After 6 months of internship, the two groups were compared in terms of the scores of theoretical assessment (basic theoretical knowledge and professional theoretical knowledge), clinical practice ability [Leicester Assessment Package (LAP)], and degree of satisfaction with teaching. SPSS 17.0 was used to perform the t-test and the chi-square test. Results:At the end of internship, compared with the control group, the observation group had significantly higher score of basic theoretical knowledge (41.53±3.42 vs. 38.71±3.38, P<0.05), score of professional theoretical knowledge (39.49±3.14 vs. 37.85±3.07, P<0.05), LAP score (84.32±6.65 vs. 78.46±6.17, P<0.05), and degree of satisfaction with teaching ( P<0.05). Conclusion:For interns majoring in integrated traditional Chinese and Western medicine, the blended teaching model of "intelligent teaching" and "wisdom learning" can strengthen their mastery of theoretical knowledge, enhance their clinical practice ability, and improve their degree of satisfaction with teaching.