循证医学在神经内科临床实习教学中的应用
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摘要
目的探究循证医学在神经内科临床实习教学中的应用效果。方法选取2015年2月~10月我院2016级和2017级的神经内科实习学生共32名,按照学年的不同进行有效分组,2016级的16名实习学生分为传统教学组,2017级的16名实习学生分为循证医学教学组。对比两组学生理论成绩和临床技能的评分结果和调查问卷结果。结果循证医学教学组学生的考核成绩为(86.56±6.89)分,临床技能为(92.34±9.88)分,优于传统教学组考核成绩的(75.34±10.78)分和临床技能的(67.54±15.67)分,差异具有统计学意义(P<0.05),且循证医学教学组学生对神经内科感兴趣度、教学方法满意度以及对教师的满意度高于传统教学组,差异具有统计学意义(P<0.05)。结论在神经内科临床实习教学中应用循证医学,可提高学生考核成绩和临床技能,增加学生对神经内科的兴趣和满意度。
Objective To explore the application effect of evidence-based medicine in clinical practice teaching of neurology.Methods From February to October 2015,32 neurology students of grade 2016 and grade 2017 in our hospital were selected.According to the different academic year,16 students of grade 2016 were divided into traditional teaching group,16 students of 2017 class were divided into evidence-based medicine teaching group.The scores of theoretical scores and clinical skills and the results of questionnaire were compared between the two groups.Results The scores of students in EBM teaching group were(86.56±6.89)points,clinical skills were(92.34±9.88)points,which were better than those in traditional teaching group(75.34 ±10.78)points and clinical skills were(67.54 ±15.67)points,the difference was statistically significant(P <0.05).The degree of interest in neurology,the satisfaction of teaching methods and the satisfaction of teachers in the evidence-based medicine teaching group were higher than those in the traditional teaching group,the difference was statistically significant(P<0.05).Conclusion The application of evidence-based medicine in clinical practice teaching of neurology can improve students' assessment performance and clinical skills,and increase their interest and satisfaction in neurology.
Objective To explore the application effect of evidence-based medicine in clinical practice teaching of neurology.Methods From February to October 2015,32 neurology students of grade 2016 and grade 2017 in our hospital were selected.According to the different academic year,16 students of grade 2016 were divided into traditional teaching group,16 students of 2017 class were divided into evidence-based medicine teaching group.The scores of theoretical scores and clinical skills and the results of questionnaire were compared between the two groups.Results The scores of students in EBM teaching group were(86.56±6.89)points,clinical skills were(92.34±9.88)points,which were better than those in traditional teaching group(75.34 ±10.78)points and clinical skills were(67.54 ±15.67)points,the difference was statistically significant(P <0.05).The degree of interest in neurology,the satisfaction of teaching methods and the satisfaction of teachers in the evidence-based medicine teaching group were higher than those in the traditional teaching group,the difference was statistically significant(P<0.05).Conclusion The application of evidence-based medicine in clinical practice teaching of neurology can improve students' assessment performance and clinical skills,and increase their interest and satisfaction in neurology.
引文
[1]丁友建,尹莉.循证医学在急诊内科临床实习教学中的应用价值观察[J].中国现代医生,2014,52(25):101-103.
[2]李其富,邹琴,朱燕,等.神经内科循证临床实习教学模式的构建初探[J].海南医学,2015,26(19):2939-2941.
[3]贾丽燕,刘伟,张振国.浅谈CBL结合EBM教学模式在神经外科实习教学中的应用[J].中国继续医学教育,2017,9(14):20-22.
[4]冯莹,于成龙,任春娜,等.神经内科实践教学中EBM教学模式的应用[J].牡丹江医学院学报,2017,38(04):148-150.
[5]陈薇,方赛男,刘建平,等.国际循证医学证据分级体系的发展与现状[J].中国中西医结合杂志,2017,37(12):1413-1419.
[6]赵宏.神经内科临床实习中循证医学教学模式的探讨[J].中国医药指南,2013,11(12):373-374.
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[8]王娟,杨德雨.循证医学教学模式在神经内科临床实习中的运用[J].中国校外教育,2016(14):78-79.
[9]孔媛媛,曾娜,魏巍,等.临床医学专业学位研究生临床研究方法学教学模式创新与实践[J].继续医学教育,2017,31(05):29-31.
[2]李其富,邹琴,朱燕,等.神经内科循证临床实习教学模式的构建初探[J].海南医学,2015,26(19):2939-2941.
[3]贾丽燕,刘伟,张振国.浅谈CBL结合EBM教学模式在神经外科实习教学中的应用[J].中国继续医学教育,2017,9(14):20-22.
[4]冯莹,于成龙,任春娜,等.神经内科实践教学中EBM教学模式的应用[J].牡丹江医学院学报,2017,38(04):148-150.
[5]陈薇,方赛男,刘建平,等.国际循证医学证据分级体系的发展与现状[J].中国中西医结合杂志,2017,37(12):1413-1419.
[6]赵宏.神经内科临床实习中循证医学教学模式的探讨[J].中国医药指南,2013,11(12):373-374.
[7]廖星,王桂倩,谢雁鸣.纵览循证医学证据质量评价标准[J].中国中药杂志,2015,40(13):2542-2547.
[8]王娟,杨德雨.循证医学教学模式在神经内科临床实习中的运用[J].中国校外教育,2016(14):78-79.
[9]孔媛媛,曾娜,魏巍,等.临床医学专业学位研究生临床研究方法学教学模式创新与实践[J].继续医学教育,2017,31(05):29-31.