方法：将60名于2015-01/2016-06在我中心进行住院医师规范化培训的住院医师随机平均分为讲授式教学(Lecture-Based Learning，LBL)、基于问题教学(Problem-Based Learning，PBL)和基于团队教学(Team-Based Learning，TBL)共三组，教学前后进行考核，对比考核成绩的变化。

结果：教学后各组的成绩均有提高，TBL组成绩优于LBL组(P<0.001)和PBL组(P<0.001)。亚组分析显示LBL可提高研究对象的基础知识(LBL vs PBL，P=0.002； LBL vs TBL，P=0.001)； TBL有助于强化研究对象的临床思维能力(TBL vs LBL，P<0.001； TBL vs PBL，P<0.001)。

结论：TBL有助于强化培训对象的临床思维能力、提高眼科住院医师规范化培训的质量，其更适用于眼科住院医师规范化培训。

METHODS: Totally 60 residents who underwent the Standardized Training in our center from January 2015 to June 2016 were enrolled in this study and randomized equally into 3 groups of lecture-based learning(LBL), problem-based learning(PBL), and team-based learning(TBL). And 3 mainstream teaching methods were applied according to the groups' labels. Exams were taken before and after the implementations of teaching, and the scores variations were analyzed via repeated measures ANOVA.

RESULTS: All of the 3 methods developed the knowledge of subjects, and the scores of TBL group were superior to those of LBL and PBL groups(P<0.001). Subgroup analysis showed that LBL can enhance the fundamental knowledge of trainees(vs PBL, P=0.002; vs TBL, P=0.001), whereas TBL helpt to enhance the critical skills for clinical practices(vs LBL, P<0.001; vs PBL, P<0.001).

CONCLUSION: TBL is a more suitable teaching method for the Standardized Training for Ophthalmic Residents.