The kidney diseases have complicated pathogenesis, diverse clinical manifestations, and relatively abstract pathophysiological processes, making the clinical teaching of the nephrology difficult. This article mainly investigated the role of basic scientific research teaching method in improving the learning effect and clinical ability of standardized trainees of nephrology.

A total of 40 standardized trainees were selected, who rotated in the Department of Nephrology of PLA General Hospital from March 2018 to March 2021, and were randomly divided into two groups: the control group and the experimental group. The control group (n=20) was taught with the traditional clinical knowledge teaching method, while the experimental group (n=20) was taught with both traditional clinical knowledge teaching method and basic scientific research teaching method. The two groups were tested for theoretical knowledge and case analysis, besides going through questionnaire survey.

Compared with the control group, the experimental group had higher scores in both the theoretical knowledge and the case analysis tests, as well as in learning interest, clinical thinking ability, intention to conduct research activities, and teaching satisfaction.

In the teaching to standardized trainees of nephrology, the basic scientific research teaching method could stimulate learning interest, improve clinical knowledge learning performance and case analysis ability, and enhance the ability to put forward clinical practice-based scientific questions and conduct related researches.