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目的 初步比较以团队为基础学习(team-based learning,TBL)、以案例为基础学习(case-based learning,CBL)、以问题为基础学习(problem-based learning,PBL)复合教学方法和传统讲授式教学方法在口腔修复学临床实习教学中的应用效果.方法 选择北京大学口腔医学院2004级八年制口腔医学专业41名学生为本研究对象,将其随机分为4组(每组10名～11名).其中,两组为实验组,采用TBL、CBL与PBL复合教学方法;两组为对照组,采用传统讲授式(lecture-basedlearning,LBL)教学方法.实习结束后,采用问卷调查方法和实习考核方法对不同教学方法的实施效果进行对比分析.结果 与传统讲授式教学方法相比,复合教学方法能够更好地调动学生学习的主动性和积极性,激发学生更高的学习兴趣,学生对于临床接诊更具信心;同时,复合教学方法更有利于提高学生的临床实习考核成绩(P＜0.05).结论 在口腔修复学临床实习中应用TBL、CBL与PBL复合教学方法能够获得更佳的效果.“,”Objective To compare the teaching effects in prosthodontic internship education of an integrated method that combined with team-based learning (TBL),case-based learning (CBL) and problem-based learning(PBL) and the traditional lecture-based learning method.Methods Forty one students of grade 2004 in Peking University School of stomatology were divided into four groups.Each group accepted either the Integrated method of TBL,CBL,PBL or the traditional lecture-based learning method randomly and there were two groups respectively for each method,after clinical practice,a questionnaire and department-organized examinations on clinical skills and clinical theory were given to each student.Results The integrated method that combined with TBL,CBL,and PBL had better teaching effects in the internship phase of prosthodontic with enhanced studying interests,learning initiatives,confidence in treating patients,and better scores in examination of clinical skills (P ＜ 0.05).Conclusions The integrated method that combined with team-based learning (TBL),case-based learning (CBL)and problem-based learning (PBL) maybe obtain more better effects than the traditional lecture-based learning method in the internship education of prosthodontics.