PBL教学法在循证医学教学中的应用效果评价

Evaluation on Effectiveness of PBL in Evidence-Based Medicine Teaching

目的探讨基于问题学习法(PBL)在本科生循证医学教学中的应用效果。方法将兰州大学第一临床医学院2006级临床医学专业1～4班随机分为PBL教学组(PBL组,46人)和传统教学组(LBL组,50人),每组各2个班。采用考试成绩、问卷调查和座谈会相结合的方法进行教学效果评估。用SPSS 11.5软件处理所有数据。结果两组学生在参加文献/信息检索训练、课题、大学生创业行动计划、社会调查及是否听说过循证医学或临床流行病学、PBL等方面的差异均无统计学意义,其基线资料可比。教学效果评估结果显示:①考试成绩:PBL组基础知识、提出问题、检索证据、评价证据、应用证据和总成绩高于LBL组,差异有统计学意义(P<0.05);②对传统教学态度:两组在传统教学模式能否调动学习积极性、激发学习兴趣、提高参与意识、提高综合分析能力、提高语言表达能力、提高自学能力、提高信息获取能力、提高信息分析与利用能力、提高分析解决问题能力、理论与临床更好结合、加强师生交流沟通和加强团队协作意识等方面的认知差异有统计学意义(P<0.05);而在提高学习效率、更好消化课堂所学内容、锻炼写作能力和增强本科生实践能力等方面差异无统计学意义(P>0.05)。PBL组97.83%的人认为PBL教学适合自己,并认为其他课程也应该实施PBL教学;LBL组48.00%的人认为现行的传统教学模式不适合本科生学习,28.00%的人认为应对现行教学模式进行改革。结论 PBL教学模式能很好地训练本科生的临床思维,培养其构建问题、综合分析、文献检索、语言表达和探索创新等方面的能力,有利于全面提高循证医学课教学质量。PBL教学法适用于临床医学本科专业学生的循证医学教学。

Objective investigate the effectiveness of problem-based learning（PBL） in teaching of evidence-based medicine for undergraduates.Methods Participating students from four of eight classes with major of clinical medicine in Grade 2006 were assigned to the lecture-lased learning（LBL） group（50 students） and the PBL group（46 students）,and each group had two classes.The examination scores,questionnaire,and seminars were used in combination to evaluate the teaching effectiveness.SPSS 11.5 software was used for statistical analyses.Results The baseline characteristics were balanced between the two groups because no difference was found in aspects of taking part in literature or information retrieval training,research project,undergraduate starting an undertaking plan and social survey,as well as getting known of evidence-based medicine,clinical epidemiology and PBL.The evaluation results of teaching effectiveness showed that,a） About the examination score,there was a significant difference between the two groups（P0.05）;the score of the PBL group was higher than that of the LBL group in aspects of fundamental knowledge,issuing question,retrieving evidence,evaluating evidence,applying evidence and total score;and b） About the attitude towards LML,there was a significant difference between the two groups about whether the LBL was beneficial or not to improve positive study,study interest,participation willingness,aggregate analysis ability,speech ability,self-study ability,information acquisition ability,information analyses and utilization ability,problem analyses and solving ability,combination of theory and clinic,communication between teachers and students,team cooperation and so on;but there was no significant difference between the two groups（P0.05） in aspects of improving learning efficiency,better understanding theory leader from class,improving writing ability and practicing ability;97.83% of the students in the PBL group thought that PBL was suitable for themselves which should be introduced into other course teaching;48.00% of the students in the LBL group thought that the current LBL teaching mode was not suitable for undergraduate,while 28.00% of the students in the LBL group thought that the current teaching mode should get reformed.Conclusion The PBL teaching mode is beneficial for undergraduates to better training clinical thinking,improve the ability of problem construction,aggregate analyses,literature retrieval,language express and exploratory innovation,and fully improve the quality of evidence-based medicine teaching.The PBL teaching method is suitable for teaching of evidence-based medicine for undergraduate medical students.