Combination of PBL and LBL in Teaching Clinical Apprenticeship in Vascular Surgery

We selected 60 interns who underwent clinical internships in our vascular surgery department from January 2022 to January 2023. They were randomly divided into two groups: the control group (n=30) received LBL teaching, and the observation group (n=30) received PBL teaching in addition to LBL. We compared the team cohesion scores, critical thinking ability scores, teaching quality scores, and teaching effectiveness scores before and after the apprenticeship between the two groups. Before the apprenticeship, there was no significant difference in team cohesion scores between the two groups (P>0.05). After the apprenticeship, the team cohesion scores of the observation group were higher than those of the control group (P<0.05). Before the apprenticeship, there was no significant difference in critical thinking ability scores between the two groups (P>0.05). After the apprenticeship, the critical thinking ability scores of the observation group were higher than those of the control group (P<0.05). Before the apprenticeship, there was no significant difference in nursing quality scores between the two groups (P>0.05). After the apprenticeship, the nursing quality scores of the observation group were higher than those of the control group (P<0.05). The teaching effectiveness scores of the observation group were higher than those of the control group (P<0.05). Implementing PBL combined with LBL in clinical apprenticeship teaching in vascular surgery can improve the teaching effectiveness and quality of interns, demonstrating its high practical value and worth promoting.