A three-dimensional clinical teaching model integrating CBL and PBL for ophthalmology clerkship in traditional Chinese and Western medicine.

Background: Integrated traditional Chinese and Western medicine has shown clear advantages in the management of ophthalmic diseases. However, misalignment between traditional Chinese medicine syndrome differentiation and Western pathological classification, overemphasis on Western diagnostic and therapeutic procedures, and insufficient training in traditional Chinese medicine techniques continue to constrain teaching quality in ophthalmology. Methods: This single-center prospective interventional study implemented a three-dimensional integrated traditional Chinese and Western medicine teaching model that combined case-based learning and problem-based learning, and compared teaching outcomes in 156 medical students before and after the intervention. Results: The new teaching model received a mean satisfaction score of 4.54 ± 0.33 on a five-point Likert scale. Compared with baseline, students showed significantly higher classroom participation (92.0 ± 4.5% compared with 64.0 ± 8.5%, p < 0.001), comprehensive examination scores (92.0 ± 4.0 compared with 77.0 ± 5.5, p < 0.001), and overall autonomous learning ability scores (4.54 ± 0.33 compared with 3.20 ± 0.45, p < 0.001). Additional improvements were observed in independent literature review frequency (3.5 ± 0.4 compared with 1.2 ± 0.3 times per week, p < 0.001), acupuncture point location accuracy (95.0% compared with 84.0%, p < 0.001), and Western medicine examination scores (95.5 ± 3.1 compared with 80.5 ± 4.2, p < 0.001). Conclusion: The three-dimensional integrated traditional Chinese and Western medicine teaching model effectively enhanced ophthalmology teaching quality and helped cultivate medical students with integrated traditional Chinese and Western medicine competencies, as reflected by improved student engagement, autonomous learning, and clinical skill mastery.