Problem-Based Learning and Case-Based Learning in Clinical Practical Teaching for Gynecology Residents: A Narrative Review

作者：Ying Zhu, Jiaojiao Zhang, Fei Jing, Huibin Fang, Zhigang Zhang · 发表于：Advances in Medical Education and Practice · 年份：2025 · DOI：10.2147/amep.s534053 · 被引用次数：11 · 研究领域：Problem and Project Based Learning、Simulation-Based Education in Healthcare、Education and Critical Thinking Development

Background: Gynecology residency training necessitates a robust educational framework to cultivate clinical competency, critical thinking, and problem-solving skills. Traditional lecture-based teaching methods are deficient in fostering active learning and clinical decision-making. Problem-based learning (PBL) and case-based learning (CBL) have emerged as learner-centered approaches that enhance medical education by integrating theoretical knowledge with clinical practice. This review aims to explain the efficacy, implementation frameworks, challenges, and comparative value of PBL and CBL in gynecology residency education, and explores the role of instructional technology integration. Methods: A systematic literature search was conducted across PubMed, ERIC, Scopus, Embase, and EBSCO (January 2010-January 2025) using keywords: "problem-based learning", "case-based learning", "gynecology education", "residency training". Inclusion criteria encompassed studies on PBL/CBL interventions in gynecology residency with qualitative/quantitative outcomes. Ten articles met the criteria after screening. Results: Both PBL and CBL significantly outperform in enhancing clinical decision-making, differential diagnosis, knowledge retention, procedural planning, and long-term knowledge application. PBL utilizes open-ended problems to cultivate self-directed learning, critical thinking, and collaborative problem-solving (eg, managing complex AUB etiologies). CBL employs structured clinical case...