Evaluating the Effectiveness of an Integrated PBL–CBL–TBL Teaching Model in Postgraduate Clinical Training

Chang Liu,1 Mo Zhang,1 Ying Xiao,1 Hua Tong,1 Ru Ji,1,2 Wei Wang,1,2 Qianfei Liang,1,2 Shuwen Zu,3 Caiyan Zhao,1,2 Yadong Wang1,2 1Department of Infectious Diseases, Hebei Medical University Third Hospital, Shijiazhuang, 050051, People’s Republic of China; 2Teaching and Research Department of Infectious Diseases, Hebei Medical University, Shijiazhuang, 050051, People’s Republic of China; 3Office of Academic Affairs, Hebei Medical University Third Hospital, Shijiazhuang, 050051, People’s Republic of ChinaCorrespondence: Yadong Wang, Department of Infectious Diseases, the Hebei Medical University Third Hospital, Shijiazhuang, 050051, People’s Republic of China, Tel +86-311-66776831 ; +86-18533112392, Email [email protected]: To evaluate the effectiveness of a combined Problem-Based, Case-Based, and Team-Based Learning (P-C-T) teaching mode in improving academic performance and self-reported learning outcomes among postgraduates specializing in infectious diseases.Methods: This study enrolled 100 postgraduates (Master of Medicine (MM) and Doctor of Medicine (MD)) specializing in infectious diseases from five medical colleges in Hebei Province between Jan 2020 and Dec 2024. Participants were assigned to either the P-C-T integrated teaching group (n = 68) or the traditional teaching control group (n = 32). The curriculum included infectious disease teaching rounds and lectures. Comparative assessments included pre- and post-class theoretical tests, time-motion analysis of test completion, and a comprehensive questionnaire evaluating teaching satisfaction and competency development.Results: Baseline pre-class scores showed no significant difference between groups (P > 0.05). Post-intervention, the P-C-T group had significantly higher median total test scores (94.00 [IQR 92.00– 95.00] vs 88.50 [IQR 86.25– 90.00]; P < 0.001) and shorter completion times (43.09 ± 5.92 min vs 47.66 ± 5.39 min; P < 0.001) than the control group. Additionally, the P-C-T group reported significantly higher questionnaire-based satisfaction and perceived learning outcomes (P < 0.001).Conclusion: The P-C-T integrated teaching mode was associated with higher theoretical test performance, greater learning efficiency, and improved student satisfaction compared with traditional methods. By fostering critical thinking and active engagement, this structured approach may serve as a feasible instructional framework for postgraduate medical education and may help bridge the gap between theoretical learning and complex clinical practice.Keywords: problem-based learning, case-based learning, team-based learning, teaching practice reform