{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,9,24]],"date-time":"2026-09-24T07:02:18Z","timestamp":1790233338752,"version":"4.1.0"},"reference-count":28,"publisher":"Oxford University Press (OUP)","issue":"5","license":[{"start":{"date-parts":[[2026,8,4]],"date-time":"2026-08-04T00:00:00Z","timestamp":1785801600000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/academic.oup.com\/pages\/standard-publication-reuse-rights"}],"funder":[{"name":"Foundation of Qianxinan Science and Technology Bureau, Guizhou Province","award":["2024-55"],"award-info":[{"award-number":["2024-55"]}]}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":[],"published-print":{"date-parts":[[2026,8,4]]},"abstract":"<jats:title>Abstract<\/jats:title>\n                  <jats:sec>\n                    <jats:title>Introduction<\/jats:title>\n                    <jats:p>The 1-year clinical practicum in China\u2019s 4-year medical laboratory technology (MLT) program often fails to bridge the gap between theoretical knowledge and clinical practice. This study evaluated the effect of a blended learning model that integrated problem-based learning (PBL), case-based learning (CBL), and artificial intelligence (AI) on clinical training outcomes among MLT interns.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>A total of 77 MLT interns (August 2024-April 2026) were assigned to a control group (traditional lecture-based teaching, n\u2009=\u200938) or an intervention group (blended PBL\/CBL\/AI teaching, n\u2009=\u200939). Objective outcomes were measured by phased theoretical and practical skills tests; subjective outcomes were collected through questionnaires.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>No baseline differences were found between groups (all P\u2009&amp;gt;\u2009.05). The intervention group scored statistically significantly higher in theoretical knowledge (mean [SD], 77.15 [8.51] vs 71.55 [8.12]; P\u2009=\u2009.004) and practical skills (mean [SD], 70.38 [12.27] vs. 64.08 [9.58]; P\u2009=\u2009.02) and reported higher satisfaction across all 12 teaching dimensions (P\u2009&amp;lt;\u2009.05). In AI-integrated teaching, the intervention group showed higher satisfaction in 5 of 6 dimensions, particularly in ease of use (P\u2009&amp;lt;\u2009.001), except for question-posing ability (P\u2009=\u2009.40).<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Discussion<\/jats:title>\n                    <jats:p>The blended PBL\/CBL\/AI internship model substantially enhanced theoretical knowledge, practical skills, and student satisfaction. Despite the limitations of its single-center design and small sample size, this model provides a valuable reference for internship reform.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1093\/labmed\/lmag065","type":"journal-article","created":{"date-parts":[[2026,8,20]],"date-time":"2026-08-20T11:46:33Z","timestamp":1787226393000},"source":"Crossref","is-referenced-by-count":0,"title":["A blended problem-based learning\/case-based learning\/artificial intelligence teaching model for medical laboratory technology interns: a quasi-experimental study"],"prefix":"10.1093","volume":"57","author":[{"given":"Qin","family":"Lu","sequence":"first","affiliation":[{"name":"Department of Laboratory Medicine, People\u2019s Hospital of Qianxinan Prefecture , Guizhou Province,","place":["China"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Chunmei","family":"Li","sequence":"additional","affiliation":[{"name":"Department of Laboratory Medicine, People\u2019s Hospital of 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