To explore the application effect of the problem-originated clinical medical curriculum (PCMC) and problem-based learning (PBL) on teaching interns in the department of emergency.

A total of 71 interns received in the department of emergency from January 2018 to January 2020 were selected and divided into an observation group (n=38) and a control group (n=33) according to different teaching methods. Among them, the control group received traditional teaching, the observation group took PCMC combined with PBL teaching method. The comprehensive ability scores and teaching quality of the two groups of interns were observed, and their satisfaction with teaching and the patient's evaluation on them were recorded. SPSS was used for t test.

There was no significant difference in the theoretical test scores, case analysis ability, and operational skills scores between the two groups before the teaching. After teaching, they were all improved, and the improvement effect of the observation group was significantly better than that of the control group [(92.30±4.37) vs. (83.75±3.98); (90.24±5.31) vs. (85.35±4.57); (91.33±5.28) vs. (86.49±4.42), all P<0.05]; the scores of basic job mastery, work attitude, adaptability and doctor-patient communication of the two groups were all improved, and the observation group was higher than the control group (P<0.05); the satisfaction of the interns and the evaluation results of patients in the observation group were better than those of the control group (P<0.05).

PCMC combined with PBL used in the teaching of interns in the department of emergency can not only stimulate the interns' interest in learning, increase their theoretical knowledge, improve their learning ability and practical ability, but also improve the quality of teaching and improve their clinical resilience.

Problem-originated clinical medical curriculum; Problem-based learning; Dual teaching; Department of emergency; Intern