Dilemmas and challenges for parasitology teachers at shortage of clinicalmedical sciences knowledge background in medical colleges and universities

General practice as a discipline has largely evolved over the past 30 years in the field of primary health care. It originated in the 18th century in Europe. It was established in the United States in the 1960s and introduced to China in the late 1980s. In earlier times, medicine was not specialized, and general physicians dominated the medical field.1 At the end of the 19th century, with the development of basic medical disciplines, such as biology and anatomy, the development of more specialized medical practices began. Medical specialists increased in number while general physicians declined. By the late 1980s,2 an aging population, increased urbanization, increased incidence of infectious diseases, and rising healthcare costs made the practice of family medicine more common.3 Preparation for the establishment of the academic discipline of family medicine began officially in 1989 with the foundation of the General Practice Training Center (GPTC) in Beijing. In 1999, family medicine achieved formal status as an academic discipline. Key policies regarding general practice in China were issued by the Ministry of Health as "The Guideline on the Education of General Practice" in 2000.4 The guideline stated that in 2000, the basic framework of the general medical education system should be established, with a focus on on-job training in large and medium-sized cities; there should also be pilot work for general practitioner (GP) education after medical graduation. In 2005, the general medical education system was established. With the help of on-job training, the GP residency training program was initiated. By 2010, a more mature general medical education system was established throughout the country. This included the creation of a high-quality community health service team with GPs as the backbone to meet the needs of health reform and community health service. Based on the guidelines, 29 provinces performed on-job training of GPs by the end of 2010. A total of 21 provinces performed standard training for GPs. More importantly, there were 630 clinical teaching training bases that recruited more than 6 000 students. In 2009,5 the Central Committee of the State Council issued "The Guidelines for Furthering the Reform of Health Care System," which emphasized improving the healthcare system to better serve both urban and rural residents. The proposal states that a large number of high-quality GPs are necessary for the continued improvement of community health services. In July 2011,6 "The Guidelines for Establishing GP's Professional System" was issued. It marked the institutionalization of GP training. The construction, development, and training of GPs had become key strategic issues for the development of healthcare enterprise and reform. The release of the document also led to the unification of GP training. In addition, the document put forward that up until the year 2020, there would be approximately two to three qualified GPs per million urban residents. In 2013, Secretary Chen Zhu told reporters that during the medical reform, the most important thing is to strengthen the services of all general hospitals; communities and hospitals should also increase communication via the National People's Congress and the Chinese Political Consultative Conference. There is now sufficient evidence that having general practice as an integral part of the health-care system saves money and provides better health outcomes for patients. However, this outcome is only possible if GPs are formally trained to a very high level. General practice education and training mode in China The education and training of GPs in mainland of China include undergraduate education, graduate education, postgraduate education, and continued education throughout the individual's career. Undergraduate education General medicine teaching in Chinese medical schools has significantly increased over the last decade, expanding from none to 59 schools.7 Undergraduate medical students learn the basic theory and concepts of general practice through "Introduction of General Practice" and "General Practice and Community Health Service." Currently, 49.2% of medical schools that have professional clinical medicine have established general practice courses. In 2010, the National Development and Reform Commission proposed general medical student training in higher medical colleges and schools for a 3-year period. The system should promote the cultivation of medical health personnel for primary medical institutions. Students have free accommodations during the training period and enjoy certain subsidies each year. This helps to solve the problem of expensive tuition fees and may also help improve the lack of doctors in primary communities. Unfortunately, many students have little knowledge of general medicine and are largely uninterested in the topic. Some students sign a directional employment agreement with the health administrative department, which impairs student motivation and can affect the quality of the general training.8 Traditional training schemes for general practice do not adequately prepare trainees for independent practice. Graduate education In compliance with the requirement of the system of GPs, China will gradually standardize and unify the training modes for GPs. In principle, they should first receive a 5-year undergraduate education in clinical medicine, followed by a 3-year standard training in general practices, namely the "5+3" mode. Specific course and rotation outlines have been published. Training includes general concepts of primary care for the first 3 months, followed by 27 months of clinical rotations in the hospital and 6 months of training in the community and the Center for Disease Control and Prevention (CDC). This format allows students to spend more time gaining experience practicing outside the hospital. Table 1 shows the residency training components and the periods in general practice. The training is planned in accordance with the specialist training regulation, and residents' performances are assessed according to the opinions of the department heads, who usually consult with other faculty and staff. Besides the traditional medical curriculum, some medical schools in Shanghai have experience in problem-based learning and role playing. Standard patient medical education, Mini-Clinical Evaluation Exercise, and objective structural clinical examination were used to improve the trainees' clinical skills and communication abilities. A preceptorship was implemented in Zhejiang province. The opportunity to see a concentrated number of cases under the supervision of a preceptor was highly valued. An integrated system to evaluate the trainee makes the assessment more comprehensive.Table 1: Residency training components and the periods in general practicePostgraduate education To attract more GPs, Fudan University selects outstanding trainees in the "5+3" system for postgraduate education (general practice emphasis). Students at this level can obtain the Fudan University graduate diploma and master's degree except in general practice after passing the final examination. Forty-eight people among 108 graduates were selected in the Shanghai Medical College of Fudan University in 2010. Another method of acquiring a master degree depends on scores that applicants receive on their national examinations. Students who are admitted to 5-year programs cannot automatically join the longer program after they receive their bachelor's degree. Instead, they must take a national examination for postgraduate study. If they receive a passing score along with an institutional recommendation, they can train for three additional years in research for a master's degree. In 2007, the Chinese National Degree Council set up the application system of family medicine for master's degrees. Some leading universities in the field of family medicine education in China, including the Shanghai Medical College of Fudan University, Capital Medical University, and Zhejiang University School of Medicine, really initiated the establishment of family medicine.9 However, the reality is that family medicine education is often delivered by public health lecturers who have never been formally trained in family medicine. As a result, most medical students have little constructive education in family medicine while in medical school.10 On May 7, 2012, the Ministry of Education and the Ministry of Health held a joint national work conference on medical education reform and released "The Opinions of the Comprehensive Reform of Clinical Medicine Education," which put forward additional guidelines for the training of GPs. In order to train high-level GPs, the professional master's degree of clinical medicine in general medicine will be established in 2013. On-job training For training of GPs, standard training is the core of the general practice medical education system. It also provides the highest quality of training for GPs. Because of the current circumstances, standard training of GPs is limited to only a few developed areas. By the end of 2011, although only about 2 000 GPs were trained per year, more than 20 provinces had carried out the training. On-job training is the response to "The Guideline on the Education of General Practice" issued by the Ministry of Health. It is being adopted to increase the number of GPs that can be successfully trained. The trainees from grassroots medical and health institutions were given 600 cycles of parttime training, including introduction to general practice, general practice and community health service, medical treatment, disease prevention, health care, health education, rehabilitation, and other aspects of traditional Chinese medicine.11 They have clinical knowledge and practical experience, can grasp the clinical techniques easily, but usually lack the "people-skills" required for successful general practice. Problems in general practice training In China, general medical education has continued to evolve over the past 30 years to create the standard Chinese general practice education system and training model. According to "The Guidelines for Establishing GP's Professional System," the "one mode, two patterns, three facets of unification" will be gradually implemented (Table 2). Additionally, teachers of general practice have been recruited, and more than 1 000 specialty doctors have now been trained in general practice at the Center of General Practice Training of Ministry of Health in 2005. In 20 provinces and municipalities, courses and rotations conducted over a 10-month period were designed to train teachers in general practice.12 Despite significant improvements in general medicine education, there is still plenty of room for further improvements.Table 2: The general practitioner's professional systemShortage of high-quality general practitioners According to the international criteria, there should be 1 GP for every 5 000 residents. Thus, there should be at least 100 000 GPs in China, the country of 500 million city dwellers. Despite these recommendations, the proportion of GPs in China is only about 5%.13 The data provided by the Ministry of Health showed that there were only 78 000 GPs registered in China. However, from 2006 to 2009, 2 102 people participated in standard training, and 200 000 participated in on-job training. Where did these trainees wind up? Some stayed in comprehensive hospitals and some became specialists. Thus, it is not only the training of GPs that is an issue, but it is also keeping individuals in the field of general medicine which is a problem. In order to adapt to China's national conditions, on-thejob training is being adopted to increase the number of GPs. However, this is not enough to completely improve the level of clinical practice and quality of service of those doctors after short-term training. Shortage of high-quality teachers and outpatient treatment experience Lack of teachers is an important factor limiting general practice training. A team of general practice teachers has been created by the Ministry of Health in China.14 Unfortunately, teachers with comprehensive knowledge of general practice are rare. Another problem is that after training, many teachers returned to their jobs and did not become GPs. Many times, training is performed at comprehensive teaching hospitals, most times at the inpatient level. Trainees typically see patients with relatively uncommon and complicated disorders. However, GPs who work at the community level need outpatient experience of common disorders after certification. Because of their lack of outpatient experience, GPs may be confused regarding patient/disease management. Outpatient experiences at different healthcare levels must take place in general practice training. In addition to ethics, communication skills, critical thinking, scientific research planning and statistics, health management, and economics should be included in the standard training process. Advice on grneral practice training Increase the attraction of general medicine The terms "general medicine" and "general practitioner" are not usually understood by the public. This low societal status is likely damaging the future of general medicine in our country. This limits not only the sources of GPs, but also on-job enthusiasm of GPs. General medicine must be considered alongside medical specialties and helps establish a solid connection between doctors and patients. Importantly, GPs, especially those receiving "5+3" training, can manage a wide array of medical problems. Improving the treatment of general practitioners The average salary of GPs in Sweden is 2.2 times the national average. Similarly, salaries of GPs are 4.2 times higher than the national average in the United Kingdom, 3.3–3.7 times higher in the United States, and four times higher in Australia. In contrast, the income of GPs in China is relatively low. Only about half of the doctors work in comprehensive hospitals. After graduation, students face many practical issues, such as getting married.15 Three years of standard training is time consuming. This, coupled with poor treatment and low social status, prevents many undergraduate students from choosing a career in general practice. Strengthen the construction of general teachers At present, selection and training of general practice teachers is a necessity in China. Whether in the early or mature stages of development of general practice, specialists play an important role;16 many of them are trained in general practice and can become valuable teachers. The most important changes should be based on the needs of the community. Those interested in general practice can be sent abroad to take part in regular community health services and to carry out academic communication and examination.17 Adopt a system to make general practice a first option "Gatekeeping" means mandated referral by a GP. Thus, patients do not have direct access to specialists. Evidence from western medicine shows that highly trained GPs can manage 80% of patients without the involvement of specialists. Shenzhen Hospital affiliated with the Hong Kong University pioneered the "general practitioner first option of outpatient service." The Shanghai Government encourages residents to be under the care of a GP and set up "green channel" between generalist and specialist. General medicine was developed to improve the deficiencies of specialized medicine. However, only a "gatekeeping" system can truly promote the development of general medicine.

Objective This study seeks to use a meta-analytical approach to quantitatively assess the results of applying the problem-based learning（PBL） teaching model and the traditional lecture-based learning（LBL）teaching model to basic medical courses in undergraduate medical education. Methods The CNKI and VIP databases were electronically searched to retrieve randomised controlled trial studies that examined the use of PBL methods for basic medical courses in under-graduate medical education. In these studies PBL teaching model was used in experiment group and LBL teaching model was used in control group. Pass rate or test scores was used to evaluate the effect of learning. The retrieved documents ranged from the time that each database was first constructed to December 2012. After two researchers performed literature screening independently, data extraction, and quality assessment procedures in strict accordance with the inclusion and exclusion criteria of this＆amp;nbsp;study, the Stata 11.0 software package was utilized to conduct the meta-analysis. Results This meta-analysis examined 28 studies that included a total of 3703 subjects. The modified Jadad scores of 20 studies（71.4%） were less than 4, and those of 8 studies（28.6%） were more than or equal to 4. The meta-analysis revealed that compared with the traditional teaching model, the PBL teaching model did not produce improved examination passing rates for a course [relative risk（RR）：1.05, 95%confidence interval（CI）：（0.99, 1.10）, P=0.098] but could improve examination scores for a course [standardized mean difference （SMD）： 0.73, 95% CI： （0.51, 0.96）, P<0.001]. Conclusion For basic medical courses in undergraduate medical education, compared to LBL teaching, PBL teaching can improve students＆#39; test scores but cannot improve students＆#39; pass rate. PBL used in basic medical courses has di-versified forms and lacks unified criterion, so there is still a long way to go for the appli-cation of PBL. Key words: Basic medical; Problem-based learning; Lecture-based learning; Teaching effect; Meta-analysis

Medical Education Reform in China: The Shanghai Medical Training Model.

This paper aims to explore the application of Problem-Based Learning (PBL) teaching model in Machine Learning and its impact on teaching reform. By analyzing the theoretical basis, implementation strategy and empirical research of PBL teaching mode in machine learning teaching, this paper aims to propose a set of PBL teaching reform scheme suitable for machine learning courses, and evaluate its role in improving students' learning effect and innovation ability. Through empirical research, This paper compares and analyzes the changes of students' learning effect, learning attitude and innovation ability under PBL teaching mode and traditional teaching mode, which provides theoretical and practical basis for the teaching reform of Machine Learning course.

Sir, Undergraduate medical curriculum has traditionally been divided into two separate parts consisting of biomedical sciences and clinical medicine respectively. Lecture-based didactic strategies were employed in the past to imprint basic science knowledge to medical students. However, evidence-based strategies have now shown that Problem-Based Learning (PBL) system has several advantages over the traditional lecture system. 1 Consequently, many medical institutions across the globe have implemented changes in their undergraduate medical curricula to integrate clinical medicine and biomedical sciences together, in order to improve retention of basic science knowledge and enhance problem-solving capabilities of fresh medical graduates.2 Over the past several decades, a growing body of evidence has shown that a significant proportion of knowledge taught during the basic science years of undergraduate medical curriculum is lost in the subsequent years.3-5 Decrement in basic science knowledge is seen across all disciplines with the most profound deficit developing in the fields of biochemistry and microbiology.5 The reasons for this decrement are variable and the most often reported reason by medical students themselves is that a substantial proportion of the course material taught during medical school is not relevant to their later clinical work.4 Thus it can be inferred that the most important determinant of retention of basic science knowledge is the perceived relevance of this knowledge to future clinical practice. The importance of integrating biomedical sciences and clinical medicine together has been realized for the past several decades. A number of strategies have been devised in various parts of the world to integrate the two together including the use of a PBL system, modules of back-to-basics in clinical years and a spirally designed curriculum. However, we believe that a medical curriculum can be adopted, which, from day one, amalgamates biomedical and clinical sciences together. Although such a proposal may seem implausible at first, it is more pragmatic than the traditional approach. Fresh medical students, in such a curriculum, can be taught along the format of systematic modules, whereby, in each module, students would learn all relevant biomedical sciences in conjunction with the relevant clinical science. The theoretical merit of such an approach is apparent in that students will be able to readily perceive the importance of learning basic science knowledge in order to grasp an understanding of clinical medicine. Moreover, all the knowledge gained in a particular module would be integrated within and across biological sciences and clinical medicine, resulting in greater retention and improved comprehension, analysis, synthesis and application of knowledge (higher cognitive levels of Bloom's taxonomy). Although the burden of studying in this approach would be higher (upto 10 different disciplines at the same time), the theoretical merits of this approach are promising and preliminary research studies on such an approach have shown favourable results. In Pakistan, many medical schools continue to teach a medical curriculum based entirely on traditional lecturebased strategies, even though a growing body of evidence suggests that PBL-based systems afford better outcomes. Medical education in the present era continues to moves towards an integrated and focused approach, and systems of medical education in Pakistan will need to change and evolve over time to keep abreast with recent developments. In our opinion, a curriculum of medicine, which amalgamates biomedical sciences and clinical medicine together, seems to be the most reasonable balance between retention of basic science knowledge and acquisition of problem-solving skills.

Problem-based learning （PBL） teaching method can improve students＇ ability of study, analysis and problem-solving. Network platform based PBL teaching mode combines the network education and PBL teaching mode; it has clear superiority in information acquisition, communication and transmission. Furthermore, it can also solve the problem of inadequate teaching sources. Network platform based PBL teaching mode was applied in neurology teaching to investigate the best scheme and form for teaching plan compilation, network platform building-up and teaching process implementation. At the same time, teaching effect was evaluated and summarized in an aim to improving neurology teaching quality and speeding up the reform of network-based PBL teaching. Key words: Neurology; Problem-based learning; Network platform

BackgroundPrevious studies have primarily implemented problem-based learning (PBL) or flipped classroom (FC) teaching models in different majors; however, research on the combined PBL-FC teaching method in clinical medicine is scarce. Therefore, we investigated the combined PBL-FC teaching method in teaching ocular trauma on students’ competencies.MethodAbout 75 ophthalmology postgraduates were randomly divided into PBL-FC and traditional teaching groups. Students completed pre-and post-class theoretical examinations, skills evaluation, learning ability scales, and feedback questionnaires.ResultsBoth groups showed significantly higher theoretical scores and improved learning ability. Feedback questionnaire scores of the PBL-FC group’s postgraduates without clinical experience were significantly higher than the traditional group’s for some items; there was no difference between groups in postgraduates with clinical experience. PBL-FC group’s pre-class preparation time was significantly longer than the traditional group’s, but the post-class review time was significantly shorter. PBL-FC group’s post-class theoretical performance was significantly higher than the traditional group’s. There was no statistical difference between the groups regarding skill operation. Among postgraduates without clinical experience, the PBL-FC group’s skill operation performance was significantly higher than the traditional group’s; for postgraduates with clinical experience, the traditional group’s skill operation performance was significantly higher than the PBL-FC group’s.ConclusionsPBL-FC teaching is better for students without clinical experience or knowledge of ophthalmic diseases. Meanwhile, traditional teaching is a good choice for students with clinical experience who need more relevant knowledge.

study aims to analyze the application of the Problem Based Learning (PBL) learning model in teaching the Indonesian Language in class IV SDN Lidah Kulon 1 Surabaya. The background of this research departs from the low interest and attention of students to Indonesian language learning, especially in speaking skills, caused by the dominant use od the lecture method. The research method used is qualitative with data collection techniques in the form of observation, interviews, and documentation. The results of this study show that the application of the Problem-Based Learning (PBL) model helps increase students’ active involvement, strengthen critical thinking, and improve learning outcomes following the Criteria for Achieving Learning Objectives (KKTP). With proper planning, implementation, and evaluation, the problem-based learning (PBL) model proved effective in creating a more interactive and meaningful learning atmosphere for students.Contribution to Sustainable Development Goals (SDGs):SDG 4: Quality Education

本文基于问题导向性(Problem-Based Learning, PBL)教学模式在土壤肥料学中的应用展开研究。以2015~2016学年第二学期农学和种科专业对口班级共113人作为研究对象进行试验。农学专业对口班级使用PBL教学方法，种科专业对口班级使用传统教学方法。在学期中、学期末对学生进行调查问卷和考试的方式测评，比较PBL教学模式与传统教学模式的效果，并结合土壤肥料学教学特点，分析了PBL教学模式在土壤肥料学教学中的应用效果。结果表明，PBL教学模式在土壤肥料学教学中的应用，很受学生欢迎，满意率很高；学生对知识点理解更透彻，并能学以致用；老师备课更加充分，提前准备多样化教学案例和素材，提升了土壤肥料学教学质量；师生互动频繁，学生学习主动性明显增加，同时也有利于增进师生感情。 This paper was carried out to analyze the application of Problem-Based Learning (PBL) teaching model in soil and fertilizer science. A total of 113 students in the second semester of the 2015 - 2016 academic year were tested. The PBL teaching method was used for the professional coun-terparts’ class of Agronomy, and the traditional teaching method was used in the professional counterpart’s class of Seed Science and Engineering. In the midterm and at the end of the semester, both of the two class students were assessed by the questionnaire and the way of examination, so that we could evaluate PBL and traditional teaching mode. And combined with soil and fertilizer science teaching characteristics, we analyzed the application effect of the PBL teaching mode in the soil and fertilizer science. The main results showed that the PBL teaching mode in the teaching of soil and fertilizer science was very popular with the students, the satisfaction rate was high; the students understood the knowledge more thoroughly and learned to use it; the teacher prepared the lessons more fully, collecting diversification of teaching cases and materials in advance, thus enhanced the teaching quality of soil and fertilizer science; frequent interaction between teachers and students, students learning initiative increased significantly, but also conducive to the emotion between teachers and students.

Objective To evaluate the effect of WeChat learning platform combined with problem-based learning (PBL) teaching model in refresher physician training of gynecology. Methods A total of 63 refresher doctors who studied in Obstetrics and Gynecology Department of Beijing Shijitan Hospital were selected as observation group (PBL+ WeChat group, n=30) or control group (PBL group, n=33) randomly. Knowledge of abnormal uterine bleeding (AUB) and job competency score were used to evaluate the training effect. Results Compared with pre-training and post-training, the competency of PBL+ WeChat group in clinical basic ability [5(4, 5) vs 2(1, 3)], medical professional quality and spirit [5(4, 5)vs 4(3, 4)], basic public health service ability [4(4, 5) vs 3(2, 4)] was significantly improved, with statistical significance (all P<0.05). AUB average knowledge points of PBL+ WeChat group were 76.00±19.41 which were significantly higher than 61.52±22.10 of PBL group (t=2.753, P=0.008). Conclusions WeChat learning platform combined with PBL teaching model can help to improve clinician's clinical skills and job competency. Key words: Problem-based learning; WeChat learning platform; Competency; Gynecology; Refresher physician

Short-Term Outcomes Of A Near-Full PBL Curriculum In A New Taiwan Medical School

Objective To explore the characteristics and methods of clerkship teaching of surgery for the purpose of improving the teaching effect in teaching hospital.Methods Various teaching model were used so as to improve the medical students'clinical knowledge,clinical skills,clinical thinking,professional spirits and morality.Results The comprehensive use of various teaching model made soed effects and it was helpful to train excellent medical practitioner with extensive professional knowledge,noble professionalism.Conclusions The comprehensive use of various teaching model was adapted to the features of the clinical teaching in teaching hospitals and it is useful to the reform of clinical teaching and the improvement of clinical teaching quality. Key words: Clerkship teaching; Teaching model; Surgery

We aimed to explore the application of three-dimensional (3D) printing technology with problem-based learning (PBL) teaching model in clinical nursing education of congenital heart surgery, and to further improve the teaching quality of clinical nursing in congenital heart surgery. In this study, a total of 132 trainees of clinical nursing in congenital heart surgery from a grade-A tertiary hospital in 2019 were selected and randomly divided into 3D printing group or traditional group. The 3D printing group was taught with 3D printed heart models combined with PBL teaching technique, while the traditional group used conventional teaching aids combined with PBL technique for teaching. After the teaching process, the 2 groups of nursing students were assessed and surveyed separately to evaluate the results. Compared to the traditional group, the theoretical scores, clinical nursing thinking ability, self-evaluation for comprehensive ability, and teaching satisfaction from the questionnaires filled by the 3D printing group were all higher than the traditional group. The difference was found to be statistically significant (P < .05). Our study has shown the 3D printing technology combined with the PBL teaching technique in the clinical nursing teaching of congenital heart surgery achieved good results.

Background and aims The problem-based learning (PBL) teaching model has significant advantages in inspiring and improving clinical thinking among medical students. Bedside teaching has always been regarded as one of the ideal clinical teaching modes. The aim of this study is to investigate the effects of bedside small-group PBL on dermatologic teaching in medical students. Methods Fifty interns (undergraduates) were randomly divided into the study and control groups. The study group received bedside PBL teaching while the control group received traditional bedside teaching. The teaching effectiveness of the two groups was evaluated by the computer-based case simulations (CCS), the mini clinical evaluation exercise (mini-CEX) and students’ satisfaction surveys. Results The average CCS score of the study group was significantly higher than that of the control group (P &lt; 0.05). For the mini-CEX, the medical interviewing skills, clinical judgment, counseling skills, organizational efficiency and overall clinical competence in study group significantly higher than those of the control group (P &lt; 0.05). The overall satisfaction, stimulation of active learning, improvement of clinical skills, facilitation of counseling skills and enhancement of teamwork were higher than those of the control group (P &lt; 0.05). Conclusion The bedside small-group PBL teaching model can not only stimulate the actively learning for undergraduates, but also improve their clinical reasoning, counseling skills and overall clinical competence, which can be served as a training system of dermatological clinical practice for medical undergraduates.

Objective: To explore the application effect of the case-based problem-based learning (PBL) teaching model in clinical microbiology laboratory internship teaching, and provide a reference for the reform of clinical practical teaching. Methods: A total of 36 students who interned in the Clinical Laboratory of the Affiliated Hospital of Youjiang Medical University for Nationalities from May 2023 to April 2025 were selected as the research subjects. They were divided into two groups by the envelope method, with 18 students in each group. The control group adopted the traditional lecture-based teaching model, while the study group used the case-based PBL teaching model. The teaching scores, teaching quality, and satisfaction of the two groups of interns were compared. Results: The theoretical score (65.28 ± 2.78), skill score (26.06 ± 2.34), and total score (91.33 ± 3.54) of the study group were all higher than those of the control group (61.67 ± 3.01, 22.28 ± 2.49, 83.94 ± 3.72, respectively), and the differences were statistically significant (P &lt; 0.05). The results of the questionnaire showed that the scores of students in the study group in terms of autonomous learning, clinical thinking ability, comprehension ability, and learning interest were significantly higher than those in the control group, and all the differences were statistically significant (P &lt; 0.05). Meanwhile, the satisfaction rate of students in the study group with the teaching was significantly higher than that in the control group, and the difference was statistically significant (P &lt; 0.05). Conclusion: The PBL teaching model can effectively improve the academic performance of interns and the quality of teaching, enhance teaching satisfaction, and thus serve as a powerful auxiliary teaching method in clinical internship education.