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Abstract Objective This study evaluates the effectiveness and efficiency of combining Case-Based Learning (CBL) utilizing Standardized Patients with Problem-Based Learning (PBL) in enhancing clinical education for internal medicine students. Methods A retrospective cohort study was performed involving 240 internal medicine students trained in our department between September 2021 and June 2023.Initially, students were divided into a traditional teaching group (n = 120) and a combined PBL-CBL group (n = 120). Baseline calculations revealed significant gender differences between the two groups. Subsequently, propensity score matching was employed to create a matched traditional teaching group (n = 93) and a PBL-CBL combined group (n = 120). Independent sample t-tests were utilized to compare the teaching performance between the two groups. Results Post propensity score matching, the integrated PBL-CBL group demonstrated significant enhancements (p < 0.05) across various metrics, including end-of-course assessment scores, skill assessments, dOPS scores, theoretical knowledge, practical skills, doctor-patient communication, self-directed learning, perceived learning burden, and overall competence. Conclusion Integrating CBL and PBL teaching methods with Standardized Patients proves to be an effective approach for enhancing the overall performance and clinical skills of medical students and resident physicians.
Shao et al. (2024) studied this question.