Abstract: Objective To assess the effectiveness of integrating Problem-Based Learning (PBL) and Journal-Based Learning (JBL) in clinical medical education. Methods The study included 50 five-year clinical medicine undergraduates from Jianhu Clinical School of Yangzhou University during the autumn semester of the 2021-2022 academic year. Participants were randomly assigned to either a PBL and JBL combined teaching group (combined group) or a conventional teaching group (control group). Both groups were evaluated at the end of the course on clinical practice thinking ability, literature reading and analysis skills, and student satisfaction through questionnaires. Results The combined group scored significantly higher than the control group in clinical practice thinking ability and literature reading and analysis skills(P<0.05). Furthermore, the combined group reported higher satisfaction scores and an overall higher satisfaction rate compared to the control group(P<0.05). Conclusion The integration of PBL and JBL in clinical medical education significantly enhances students' clinical practice abilities and research exploration skills. This student-centered teaching approach is more readily accepted and recognized by students, demonstrating high effectiveness and satisfaction.

Key words: PBL, JBL, clinical medicine teaching