探讨项目驱动式学习(project-based Learning，PBL)模式在改善肾脏病学研究生基础实验技术掌握程度、文献理解能力及科研思维方面的应用效果。

选取解放军总医院肾脏病医学部2022级和2023级肾脏病学专业科研型研究生为研究对象，随机分为试验组(项目驱动式学习)和对照组(传统师带徒学习)。比较两组研究生实验技术、文献阅读及科研思维能力量表分数并评估教学效果。

共纳入研究生40例，试验组和对照组均为20例。教学实践结束后，试验组在基础实验技术操作考核中的优秀率(90%比50%)、文献评阅评分[(92.1±3.2)分比(80.5±4.8)分]及科研能力量表评分[(89.5±4.1)分比75.8±5.6)分)]均高于对照组(P均<0.05)。

项目驱动式学习能够有效提高肾脏病学研究生对基础实验技术的掌握程度，加深对专业文献理解，并显著促进其科研思维建立。

To investigate the application effect of project-based learning in improving the mastery of basic experimental techniques, literature comprehension, and scientific thinking among nephrology postgraduate students.

Research-type postgraduate students majoring in nephrology enrolled in 2022 and 2023 at the Senior Department of Nephrology, Chinese PLA General Hospital, were selected as the study subjects. They were randomly divided into an experimental group (project-based learning) and a control group (traditional mentoring learning). The scores for experimental techniques, literature reading, and the scientific research thinking ability scale were compared between the two groups to evaluate the teaching effectiveness.

A total of 40 postgraduate students were included, with 20 in the experimental group and 20 in the control group. After the teaching practice, the experimental group demonstrated significantly higher excellence rates in basic experimental technique assessments (90% vs. 50%), literature review scores [(92.1±3.2) vs. (80.5±4.8)], and scientific research competence scale scores [(89.5±4.1) vs. (75.8±5.6)] compared to the control group (all P<0.05).

Project-based learning can effectively improve nephrology postgraduate students′ mastery of basic experimental techniques, deepen their understanding of professional literature, and significantly promote their establishment of scientific thinking.