Objective To explore how to perform problem-based learning (PBL) in early clinical education for junior medical students. Methods 30 medical undergraduates in grade one and grade two named PBL group received PBL during pre-internship in department of internal medicine. 40 medical undergraduates of their classmates named control group received regular pre-internship without PBL. Results Compared to the students in control group, the students in PBL group thought the contents of their learning were more specific, they could have more achieves as well as more chance of communication with each other during the pre-internship, and they had more interest in pre-internship and clinical activities. Most of them made great progress in self-learning, problem-solving and self-expression. All of them would like to continue PBL during pre-internship in the future. Conclusions Pre-internship with PBL is a good complement for traditional teaching. It can not only improve junior medical students' interests in clinical activities, but also raise their capacities such as serf-learning, practice and spirit of team work.%目的 探讨如何在低年级医学生中开展以问题为基础学习的早期临床教学.方法 在30名大学一年级和二年级本科医学生的内科学预见习带教中增加以问题为基础学习教学,并将他们作为实验组,选取40名同期参加内科学预见习的大学一年级和二年级本科医学生作为对照组,对照组不增加以问题为基础学习教学.结果 与对照组相比,实验组学生认为其预见习的内容更具体,学习收获更大,同伴间的交流机会更多,对预见习及临床工作的兴趣明显提高,自学能力、解决问题能力、语言表达能力等均有较大程度的提高,希望在预见习中继续实施以问题为基础学习教学.结论 预见习中增加以问题为基础学习教学,不仅可以培养低年级医学生对临床的兴趣,还可以提高学生的自学能力、实践能力和团队精神,是对传统教学方法的有益补充.
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