PBL教学方法在循证医学教学中的应用
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摘要
目的探讨"基于问题的教学方法"(PBL)在本科生循证医学教学中的实际效果。方法 2015年1～10月,将48名在首都医科大学电力教学医院学习循证医学的本科生通过随机数字表法分为实验组(24名)与对照组(24名)。实验组采取PBL教学方法进行教学,对照组则采取"基于授课的教学方法"(LBL)教学。比较两组学生的考试成绩,同时派发调查问卷,调查学生根据临床问题查找循证医学证据及应用等能力的提高情况。结果基础情况的均衡性检验结果显示,两组学生的基础情况差异无统计学意义(P> 0.05)。考试成绩与调查问卷的结果显示,两组同学在提出临床问题、检索文献查找最佳证据及进行证据评估等方面,差异有统计学意义(P <0.05)。结论在循证医学教学中,PBL教学方法相比传统的LBL教学方法更能提高学生采用循证医学解决临床问题的能力。
Objective To investigate the effect of "problem-based learning"(PBL) used in the teaching of evidencebased medicine teaching for undergraduates. Methods From January to October 2015, 48 undergraduates of Capital Medical University who studied in the Electric Power Hospital were randomly assigned to experimental group(n = 24)and control group(n = 24), experimental group was given the PBL teaching method, the control group was given the"lecture-based learning"(LBL) teaching method. The final examination scores of the two groups were compared, questionnaires were used to investigate the improvement of students′ ability and to find evidence-based medical evidence and application of it according to clinical problems. Results There was no statistically significant difference in the basic characteristics between the two groups(P > 0.05). The results of the final examination scores and the questionnaire showed that there were statistically significant differences in raising clinical problems, searching for the best evidence and evaluating evidence between the two groups(P < 0.05). Conclusion Compared with the traditional LBL method,PBL method can effectively improve students′ ability of using evidence-based medicine to solve clinical problems.
Objective To investigate the effect of "problem-based learning"(PBL) used in the teaching of evidencebased medicine teaching for undergraduates. Methods From January to October 2015, 48 undergraduates of Capital Medical University who studied in the Electric Power Hospital were randomly assigned to experimental group(n = 24)and control group(n = 24), experimental group was given the PBL teaching method, the control group was given the"lecture-based learning"(LBL) teaching method. The final examination scores of the two groups were compared, questionnaires were used to investigate the improvement of students′ ability and to find evidence-based medical evidence and application of it according to clinical problems. Results There was no statistically significant difference in the basic characteristics between the two groups(P > 0.05). The results of the final examination scores and the questionnaire showed that there were statistically significant differences in raising clinical problems, searching for the best evidence and evaluating evidence between the two groups(P < 0.05). Conclusion Compared with the traditional LBL method,PBL method can effectively improve students′ ability of using evidence-based medicine to solve clinical problems.
引文
[1]Evidence-Based Medicine Working Group.Evidence-based medicine.A new approach to teaching the practice of medicine[J].JAMA,1992,268(17):2420-2425.
[2]Sackett DL,Rosenberg WM,Gray JA,et al.Evidence based medicine:what it is and what it isn′t[J].BMJ,1996,312(7023):71-72.
[3]Preeti B,Ashish A,Shriram G.Problem based learning(PBL)-an effective approach to improve learning outcomes in medical teaching[J].J Clin Diagn Res,2013,7(12):2896-2897.
[4]王吉耀.循证医学与临床实践[M].3版.北京:科学出版社,2012.
[5]Marshall TA,Finkelstein MW,Qian F.Improved student performance following instructional changes in a problembased learning curriculum[J].J Dent Educ,2011,5(4):466-471.
[6]李志勇,罗燕,董靖,等.PBL教学模式在内科学教学的应用[J].中国科技创新导刊,2014(4):19-20.
[7]孙君.情景式PBL教学在心血管内科带教的实践[J].中国高等医学教育,2014(2):108,133.
[8]胡炯宇,陈兵.循证医学与PBL教学结合在内分泌教学中的应用[J].重庆医学,2016,45(35):5028-5029.
[9]吴斌全,马翔,满忠然,等.PBL联合EBM教学法在肝胆外科实习带教中的应用效果[J].安徽医学,2016,37(4):481-483.
[10]杜喆,陶凯,杜惠莲.PBL与传统教学模式结合在中职解剖学基础中应用[J].中国医药科学,2014,4(3):155-157.
[11]刘晓东,温雯静.小组互动学习在人体解剖学教学中的实用性[J].中国中医药现代远程教育,2013,11(22):96.
[12]赵万红,蓝星莲,朱克刚,等.药理学PBL教学效果分析[J].中国医药导报,2014,11(7):135-137,141.
[13]曹霞,郑家伟,张建中,等.口腔医学七年制PBL教学改良[J].中国高等医学教育,2014(2):10-11.
[14]王小龙,李少明,任文豪,等.PBL教学法在口腔颌面外科研究生教学中的应用[J].中国医学教育技术,2014,28(1):86-89.
[15]闫永平,陈薇.临床流行病学[M].北京:人民卫生出版社,2009:241.
[16]李晓珍,黄海溶.PBL教学法在本科循证医学教学中的应用研究[J].基层医学论坛,2016,20(10):1412-1413.
[17]冯慧敏,李萍,殷咏梅,等.基于循证医学的PBL教学法在临床课程中的应用[J].高校医学教学研究:电子版,2017,7(2):29-31.
[18]田金徽,罗小峰,李琳,等.PBL在循证医学教学中的应用研究[J].中国循证医学杂志,2009,9(4):392-395.
[19]李泽筠,李环环,职心乐,等.PBL在临床医学生循证医学教学中的设计与应用[J].科技创新导报,2017,14(26):204-206.
[20]韩晓梅,阿布都沙拉木·依米提,雷君.PBL与LBL在循证医学教学中的应用研究[J].医学信息,2016,29(14):89-91.
[21]艾金伟,张秋莉,苏仁意,等.小班制PBL+CBL在循证医学培训中的应用效果[J].襄阳职业技术学院学报,2016,15(3):117-121.
[22]孙红梅,陈文彰.PBL联合LBL教学法在循证医学教学中的应用[J].卫生职业教育,2018,36(3):66-67.
[23]贾雪,曾雯,张琴,等.PBL+LBL双轨教学法与LBL教学法对国内临床专业医学生外科教学效果的系统评价[J].中国循证医学杂志,2017,17(10):1224-1230.
[2]Sackett DL,Rosenberg WM,Gray JA,et al.Evidence based medicine:what it is and what it isn′t[J].BMJ,1996,312(7023):71-72.
[3]Preeti B,Ashish A,Shriram G.Problem based learning(PBL)-an effective approach to improve learning outcomes in medical teaching[J].J Clin Diagn Res,2013,7(12):2896-2897.
[4]王吉耀.循证医学与临床实践[M].3版.北京:科学出版社,2012.
[5]Marshall TA,Finkelstein MW,Qian F.Improved student performance following instructional changes in a problembased learning curriculum[J].J Dent Educ,2011,5(4):466-471.
[6]李志勇,罗燕,董靖,等.PBL教学模式在内科学教学的应用[J].中国科技创新导刊,2014(4):19-20.
[7]孙君.情景式PBL教学在心血管内科带教的实践[J].中国高等医学教育,2014(2):108,133.
[8]胡炯宇,陈兵.循证医学与PBL教学结合在内分泌教学中的应用[J].重庆医学,2016,45(35):5028-5029.
[9]吴斌全,马翔,满忠然,等.PBL联合EBM教学法在肝胆外科实习带教中的应用效果[J].安徽医学,2016,37(4):481-483.
[10]杜喆,陶凯,杜惠莲.PBL与传统教学模式结合在中职解剖学基础中应用[J].中国医药科学,2014,4(3):155-157.
[11]刘晓东,温雯静.小组互动学习在人体解剖学教学中的实用性[J].中国中医药现代远程教育,2013,11(22):96.
[12]赵万红,蓝星莲,朱克刚,等.药理学PBL教学效果分析[J].中国医药导报,2014,11(7):135-137,141.
[13]曹霞,郑家伟,张建中,等.口腔医学七年制PBL教学改良[J].中国高等医学教育,2014(2):10-11.
[14]王小龙,李少明,任文豪,等.PBL教学法在口腔颌面外科研究生教学中的应用[J].中国医学教育技术,2014,28(1):86-89.
[15]闫永平,陈薇.临床流行病学[M].北京:人民卫生出版社,2009:241.
[16]李晓珍,黄海溶.PBL教学法在本科循证医学教学中的应用研究[J].基层医学论坛,2016,20(10):1412-1413.
[17]冯慧敏,李萍,殷咏梅,等.基于循证医学的PBL教学法在临床课程中的应用[J].高校医学教学研究:电子版,2017,7(2):29-31.
[18]田金徽,罗小峰,李琳,等.PBL在循证医学教学中的应用研究[J].中国循证医学杂志,2009,9(4):392-395.
[19]李泽筠,李环环,职心乐,等.PBL在临床医学生循证医学教学中的设计与应用[J].科技创新导报,2017,14(26):204-206.
[20]韩晓梅,阿布都沙拉木·依米提,雷君.PBL与LBL在循证医学教学中的应用研究[J].医学信息,2016,29(14):89-91.
[21]艾金伟,张秋莉,苏仁意,等.小班制PBL+CBL在循证医学培训中的应用效果[J].襄阳职业技术学院学报,2016,15(3):117-121.
[22]孙红梅,陈文彰.PBL联合LBL教学法在循证医学教学中的应用[J].卫生职业教育,2018,36(3):66-67.
[23]贾雪,曾雯,张琴,等.PBL+LBL双轨教学法与LBL教学法对国内临床专业医学生外科教学效果的系统评价[J].中国循证医学杂志,2017,17(10):1224-1230.