The effectiveness of the combined problem-based learning (PBL) and case-based learning (CBL) teaching method in the clinical practical teaching for gynecology resident

BACKGROUND: Clinical residency training plays a crucial role in cultivating competent gynecologists capable of integrating theoretical knowledge with clinical practice. However, traditional lecture-based teaching in China often limits resident engagement and practical experience due to heavy clinical workloads and restricted patient access, particularly in gynecology. To address these challenges, we implemented a combined problem-based learning and case-based learning (PBL-CBL) model aimed at enhancing residents' clinical reasoning, learning initiative, and satisfaction. METHODS: A prospective quasi-experimental educational study was conducted among 50 gynecology residents at The Second Affiliated Hospital of Zhejiang University School of Medicine between September 2018 and July 2025. Participants were assigned to either a PBL-CBL group or a traditional lecture-based group. Both groups received instruction on abnormal uterine bleeding using identical materials, instructors, and class hours. Teaching effectiveness was evaluated through pre- and post-course theoretical and skills examinations, as well as an anonymous questionnaire assessing learning interest, initiative, and satisfaction. Statistical analyses were performed using SPSS 23.0, with P < 0.05 considered significant. RESULTS: Both groups showed significant improvement in theoretical and skills scores after the course. While there was no significant difference in overall theoretical or skills examination scores between groups, the PBL-CBL group achieved higher post-class case analysis scores (41.6 ± 3.44 vs. 38.08 ± 3.42, P = 0.001) and reported greater satisfaction (82.92 ± 4.9 vs. 79.67 ± 3.49, P = 0.01). Questionnaire results indicated that the PBL-CBL model significantly enhanced residents' learning interest, initiative, and critical thinking ability compared with traditional teaching. CONCLUSIONS: The integrated PBL-CBL teaching model effectively improved gynecology residents' reasoning ability, engagement, and satisfaction without compromising theoretical or procedural performance. This hybrid approach offers a feasible and scalable pedagogical innovation for residency programs, particularly in clinical settings where direct patient exposure is limited. Adoption of this model may contribute to cultivating reflective, competent, and patient-centered gynecologists.