This study aimed to evaluate the impact of an integrated teaching method combining an online platform, Problem-Based Learning (PBL), and Case-Based Learning (CBL) on breast surgery education for Chinese eight-year programme medical students. This study employed a randomized controlled trial. A total of 50 eight-year medical students (2019 cohort) who completed their internship in the Department of Breast Surgery at Nanfang Hospital, Southern Medical University, from September 2024 to June 2025 were randomly assigned to two groups ( n = 25 each). The control group adopted a traditional model of theoretical lectures and clinical practice, while the experimental group implemented the integrated online platform-PBL-CBL approach. Teaching effectiveness was assessed via theoretical examinations, clinical skill evaluations, and structured questionnaires. The experimental group achieved significantly higher total theoretical examination scores than the control group (76.25 ± 4.35 vs. 73.60 ± 4.47, P = 0.039). In Mini-CEX assessments, the experimental group demonstrated superior overall clinical competence (7.32 ± 0.56 vs. 6.92 ± 0.76, P = 0.039). DOPS scores revealed significant advantages in six key dimensions: indication/contraindication comprehension, sedation/analgesia management, operational capability, aseptic technique, postoperative care, and communication skills ( P 0.05), but a positive trend was observed. The integration of an online platform with PBL and CBL significantly enhances the theoretical proficiency, clinical diagnostic capabilities, and comprehensive learning satisfaction of eight-year medical programme students in breast surgery, providing a viable framework for high-level medical talent training.
Liu et al. (Thu,) studied this question.