【摘要】 为探讨整合教学模式在实验诊断学病例讨论中的应用和价值，将3个小班的医学本科生随机分为三组：对照组采用CBL+PBL教学，实验1组采用任务驱动法+CBL+PBL教学，实验2组采用任务驱动法+CBL+PBL+LBL教学。课程结束后，采用调查问卷及考试成绩进行评估教学效果。结果发现，实验组的学习主动性及积极性更高，对教学的满意度也更高，实验2组的考试成绩最优（P<0.05）。结论：多种教学方法整合可更大程度地提高学生学习的主动性、积极性及对教学的满意度，促进他们对知识的理解和掌握，更有助于它们的临床思维能力及独立思考能力的提高。更多还原

【Abstract】 In order to explore the application and value of the integrated teaching mode in the case discussion of experimental diagnostics, medical undergraduates in three small classes are randomly divided into three groups.In the control group CBL+PBL teaching are used, in the experimental group 1 task driven+CBL+PBL teaching are used, and the experimental group 2 task driven+CBL+PBL+LBL teaching are used. At the end of the course,the teaching effect is evaluated by questionnaire and examination results. The results show that the experimental group has higher learning initiative and enthusiasm, higher satisfaction with teaching, and the test scores of the experimental group 2 are the best(P<0.05). Conclusion is that the integration of various teaching methods can improve students’ learning initiative, enthusiasm and satisfaction with teaching to a greater extent, promote their understanding and mastery of knowledge, and help them improve their clinical thinking ability and independent thinking ability.更多还原