目的 探讨基于案例的协作教学模式(CBCL)联合以问题为导向的教学模式(PBL)教学模式对妇产科医学生临床见习教学效果、职业心理状况的影响.方法 选择2020年9月～2020年12月于本院妇产科见习的本科医学生110名,根据随机原则分为实验组(n=55)与对照组(n=55),对照组医学生实施PBL教学模式,实验组医学生实施CBCL教学模式联合PBL教学模式,教学时间均为8周,比较两组医学生的教学效果.结果 教学结束后,实验组医学生的基础知识、专业知识、操作技能、病例分析得分均显著高于对照组(P＜0.05);教学结束后,实验组医学生的学习主动性、学习效率、沟通能力、思维能力、团队协作能力得分均显著高于对照组(P＜0.05);教学结束后,实验组医学生对课程趣味性、课程参与性、课程重要性及课题总体评分均显著高于对照组(P＜0.05).教学结束后,实验组医学生的职业心理调查问卷中职业稳定性、职业价值感、职业认同感、职业自信心评分均显著高于对照组(P＜0.05).结论 CBCL教学模式联合PBL教学模式在妇产科临床见习教学中的应用效果良好,可有效提高临床见习教学效果,提高医学生的综合能力,医学生对该教学模式的满意度较高,帮助医学生树立积极的职业心理.“,”Objective To explore the effect of case-based collaborative learning (CBCL) combined with problem-based learning (PBL) on clinical probation teaching effect and occupational psychological status of obstetrics and gynecology medical students. Methods A total of 110 undergraduate medical students who were apprentices in the department of obstetrics and gynecology in our hospital from September 2020 to December 2020 were selected. According to the principle of randomization, they were divided into experimental group (n=55) and control group (n=55). The medical students in the control group implemented the PBL teaching mode, and the medical students in the experimental group implemented the CBCL teaching mode combined with the PBL teaching mode. The teaching time was 8 weeks. The teaching effects of the two groups of medical students were compared. Results After the teaching, the basic knowledge, professional knowledge, operation skills, and case analysis scores of medical students in the experimental group were significantly higher than those in the control group (P＜0.05); after the teaching, the scores of learning initiative, learning efficiency, communication ability, thinking ability and teamwork ability of the experimental group of medical students were significantly higher than those of the control group (P＜0.05); after the teaching, the experimental group\'\'s medical students\'\' interest in courses, course participation, course importance and overall scores of the topics were significantly higher than those in the control group (P＜0.05). After the teaching, the occupational stability, occupational value, occupational identity, and occupational self-confidence scores of the experimental group of medical students in the occupational psychology questionnaire were significantly higher than those of the control group (P＜0.05). Conclusion CBCL teaching mode combined with PBL teaching mode has a good application effect in clinical probation teaching of obstetrics and gynecology. It can effectively improve the clinical probation teaching effect and improve the comprehensive ability of medical students. Medical students are more satisfied with this teaching mode, which helps medical students establish a positive professional psychology.