Abstract: Objective To explore the application of combined teaching method (combined with lecture-based learning, problem-based learning, case-based learning, team-based learning) in the training of hypertensive disorder complicating pregnancy. Methods Toally 113 clinical medical students who received clinical teaching in obstetrics and gynecology in the Second Hospital of Tianjin Medical University from 2013 to 2014 were selected as subjects. Fifty-six students enrolled in 2011 with combined teaching method were set as experimental group, 57 students enrolled in 2010 with lecture-based learning (LBL) were set as control group. The learning outcomes of the two groups were evaluated comprehensively by means oftheoretical assessment results and questionnaire survey of teaching satisfaction. Results The theoretical scores of the experimental group(12.35 ± 1.20) were better than that of the control group (12.12 ±1.33), There was no statistical difference between the two groups (P>0.05). The pre-class preview and discussion rate of the experimental group [71.4%(40/56) and 72.5%(29/40)] were significantly better than that of the control group [33.3%(19/57) and 0], There was statistical difference between the two groups (P<0.05). The scores of the students in the experimental group and the control group on the same teacher were (99.1±0.7) and (97.2±0.6). There was statistical difference (P<0.05). The peer ratings of the experimental group and the control group were 95.2 and 92.7 respectively. The teaching supervisor ratings were 96.9 and 92.5 respectively. Conclusions Combined teaching method is better than LBL in hypertensive disorder complicating pregnancy. Students, peers and teaching supervisors have higher evaluation. After gaining more teaching experience, it can be gradually popularized in other chapters of obstetric teaching.

Key words: Teaching method, Problem-based learning, Case-based learning, Team-based learning, Lecture-based learning