Problem-Based Learning and Simulation-Based Learning in Clinical Endocrinology Education: Applications and Future Directions.

Authors

Yumei Yang

Published in

British journal of hospital medicine (London, England : 2005). Volume 87. Issue 9. Pages 50409. Sep 20, 2026.

Abstract

Diagnosing and treating endocrine diseases is a highly complex endeavor requiring advanced clinical reasoning, decision-making, and practical skills. However, traditional medical teaching approaches are unable to fully cater to the cultivation of these skills among residents. Thus, reforming the current teaching model utilized in clinical endocrinology education by introducing problem-based learning (PBL) and simulation-based learning (SBL) methods is imperative. This article aims to review the current application and research progress of PBL and SBL in clinical endocrinology education and explore their potential for synergistic integration. This narrative review synthesizes findings from peer-reviewed literature identified through searches of PubMed, CNKI, and Web of Science databases. The literature was thematically analyzed to summarize implementation models, educational outcomes, and integration strategies across different training stages. Problem-based learning helps deepen the understanding of disease mechanisms and cultivate systems thinking, while simulation-based learning enables healthcare professionals to develop essential skills through practice in controlled, realistic settings. Both methods, when used individually, demonstrate effectiveness in improving learners' knowledge acquisition, skill confidence, and satisfaction, despite the presence of limitations. Research indicates that combining PBL and SBL may more effectively promote the overall development of clinical competence. In conclusion, PBL and SBL are effective methods for improving clinical endocrinology education, and their complementary advantages suggest that synergistic application represents a promising future direction. However, applying this technique necessitates revision of curriculum, more intense teacher training, and the development of new evaluation systems centered on clinical competence.

PMID:
42812087
Bibliographic data and abstract were imported from PubMed on 30 Sep 2026.

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