目的 比较专题探究式教学模式与传统教学方法在心肾综合征临床教学中的应用优势。方法 纳入2020年9月至2021年12月于解放军总医院海南医院肾脏病科接受住院医师规范化培训的2019级轮转学生30名，随机分为观察组（接受专题探究式教学模式）和对照组（接受传统教学模式），比较两组学生的出科理论、操作考核成绩，通过调查问卷方式比较教学效果和学生满意度，运用SPSS 20.0进行统计学分析。结果 观察组学生的出科理论、操作考核成绩明显优于对照组（理论考核P=0.006，操作考核P=0.003），两种教学方式在加深理论知识理解、促进理论与临床结合方面无统计学差异，但观察组学生在提高问题分析能力、提高思维拓展能力、提升科研能力和培养创新能力等方面更有帮助（P＜0.05）。结论 专题探究式教学模式应用于心肾综合征的临床教学过程，能有效提高成绩，对于培养学生主动学习能力、锻炼临床思维、探寻前沿进展等方面较传统教学方法具有显著优势，值得在临床规培教学中推广。

Objective To compare the application advantage of thematic inquiry-based teaching (TIT) mode with traditional teaching method in the teaching of cardiorenal syndrome (CRS). Methods The students (n=30) of grade 2019 received residency standardized training in Department of Nephropathy in Hainan Hospital of Chinese PLA General Hospital were chosen from Sept. 2020 to Dec. 2021, and randomly divided into observation group (received TIT mode) and control group (received traditional teaching method). The theoretical and operational examination results were compared between 2 groups. The teaching effects and students’ satisfaction degree were compared by using questionnaire, and were analyzed by using SPSS 20.0 software. Results The theoretical and operational examination results were significantly superior in observation group to those in control group (theoretical examination P=0.006, operational examination P=0.003). There were no statistical differences in deepening theoretical knowledge understanding and promoting the integration of theory and clinical practice between 2 groups. However, it was more significant in improving analysis ability and thinking expanding ability, enhancing research ability and cultivating innovation ability in observation group (P<0.05). Conclusion The application of TIT mode in clinical teaching of CRS can effectively improve performance in students. It has significant advantages over traditional teaching method for developing active learning ability, exercising clinical thinking and exploring cuttingedge advances, which is worth to be promoted in clinical standardized training.

海南省自然科学基金青年基金(821QN383);海南省院士创新平台科研专项(YSPTZX202026);三亚市医疗卫生科技创新项目(2016YW2031);后勤科研项目保健专项(21BJZ37)