【摘要】 目的 评价以问题为基础式学习与病例讨论式学习在“临床风险筛查”培训教学过程中的应用效果。 方法 2010年6月-2011年7月，联合应用两种教学方法对参训医学生进行培训，然后进行临床资料采集、资料整理等实践活动。最后，对学生培训效果进行总结。 结果 共培训医学生50人，并对398例患者进行营养风险筛查。45人（90%）参与者认为此教学方式能激发自身主动学习兴趣，40人（80%）认为通过此次培训能够使学生逐步建立科学研究的思维方式，但有20人（40%）认为短期内采用两种教学方式能够对论文写作、统计学理论和实践等方面能力的提高有促进作用。影响医学生科研能力培训效果的主要因素集中体现在学习任务量的加重、对新教学方法不适应、自学能力三方面。 结论 联合应用问题为基础式学习与病例讨论式学习教学模式，在提高医学生学习主动性、积极性、团队合作及人际沟通能力等方面有优势，但尚存部分问题需要进一步解决。【Abstract】 Objective To explore the effectiveness of problem-based learning (PBL) and case-based study (CBS) in clinical nutritional risk screening training program. Methods All the students were trained by the combination methods of PBL and CBS. Clinical assessment, data collection and the collection of samples were conducted by the students. Finally, the impact of the new teaching strategy was assessed. Results From June 2010 to July 2011, there were a total of 50 students who attended the training program from various departments, and 398 patients were screened for nutritional risk. Forty-five students (90%) thought that this teaching method could inspire their interest in study; 40 students (80%) thought that this teaching method could help them establish a scientific way of thinking. Students who thought this teaching methodology could contribute to their enhancement of writing and statistical skills accounted for only 40 percent of the total enrollment. “High learning burden”, “difficulty in adapting to the new teaching methods” and “the ability of self-study” were the main factors which affected the motivation of students. Conclusions Combined applications of PBL and CBS have advantages in improving students′ learning initiative and enthusiasm, and developing the abilities of team cooperation and interpersonal communication skills. However, there are still some issues that need to be addressed.