Abstract: Objectives To evaluate the teaching efficiency of case-based learning(CBL) combined with problem-based learning(PBL) in clinical probation teaching of orthopedics, and to provide a theoretic basis for the clinical practice of undergraduate teaching.Methods A randomized controlled trial was designed to evaluate the efficiency of different teaching methods through examination and questionnaire.Results To evaluate the knowledge mastery level of students in different groups through examination. The results show that the knowledge mastery level of students in “CBL combined with PBL group” was better than that in “PBL group”. Through questionnaire survey, the students' recognition of different teaching methods was evaluated. A total of 190 questionnaires were issued, and all of them were replied. The results from questionnaire survey show that the students were more satisfied to the “CBL combined with PBL” teaching method. Students in “CBL combined with PBL group” were better than that in “PBL group” in the aspects of learning motivation, expression ability, interest in learning, team cooperation ability, communication between teachers and students, and the results were statistically significant. However, students in “PBL group” were better in the aspects of literature retrieval and comprehensive analysis abilities. There was no significant difference between the two groups in terms of self-learning ability.Conclusions Our teaching faculty applied “CBL combined with PBL teaching method” to the clinical probation teaching practice of orthopedics, and effectively improve the teaching efficiency and students' ability in solving problems. Meanwhile, the advantages and disadvantages of the common teaching methods were briefly discussed.

Key words: Orthopedics, Clinical probation teaching, Case-based learning, Problem-based learning, Combined teaching