Enhancing reproductive health clinical training through integrated pedagogy: A quasi-experimental study

Training competent clinicians in reproductive health requires teaching approaches that integrate theoretical knowledge with clinical reasoning, communication, and evidence-based decision-making. Traditional lecture-based methods often fall short of addressing this complex need in obstetrics and gynecology education. This study examined the effectiveness of an integrated teaching model that combines Case-Based Learning (CBL), Problem-Based Learning (PBL), Standardized Patients (SP), and Evidence-Based Medicine (EBM) in improving clinical competence, critical thinking, and evidence-based application. A prospective, quasi experimental study was conducted in January and June 2024 at Zhongshan Hospital Fudan University, involving 100 medical interns during their rotation in obstetrics and gynecology. Participants were randomly assigned to an integrated teaching group or a control group receiving conventional lectures. Post-intervention results showed that the integrated group scored significantly higher in clinical performance (Mini-CEX: 8.3 ± 0.9 vs. 6.8 ± 1.1), critical thinking (CTSI: 180.3 ± 15.2 vs. 134.1 ± 14.3), EBM competency (26.9 ± 2.3 vs. 22.9 ± 2.5), and teaching satisfaction (95.2% vs. 75.3%) (all p < 0.01). These findings suggest that the combined CBL/PBL/SP/EBM model effectively enhances clinical and analytical capabilities in reproductive health training. Its broader application could improve the quality of obstetrics and gynecology education and better prepare future healthcare professionals.