PBL教学模式在循证医学教学中的实践与应用

Practice and application of problem-based learning in evidence-based medicine teaching

目的:探索PBL教学模式在本科生循证医学教学中的应用效果。方法:从2010级临床医学专业本科生中随机选择5个班,共147人作为试验组,采用"以问题为基础的教学(problem-based learning,PBL)"模式,另外随机选择5个班,共149人采用"以授课为基础的教学(lecture-based learning,LBL)"模式作为对照。对两组学生的期末考试成绩进行比较,同时采用调查表对学生进行问卷调查,获得他们对PBL的评价信息。采用SPSS 13.0软件对所有数据进行统计学处理。结果:基线调查的均衡性检验的结果显示,两组学生间的基本特征无显著性差异,具有可比性(P>0.05)。期末考试的结果显示,两组学生除了对EBM的基础知识考核的结果无显著性差异外(P>0.05),对EBM的过程的5个步骤,即提出问题、寻找最佳证据、评价证据、应用和实践证据、并对证据进行再评估,以及总成绩的评价显示,两组间均存在显著性差异,并具有统计学意义(P<0.05)。学生对学习效果评价的结果显示,两组学生对采用PBL方式在更好消化课堂所学内容、提高语言表达能力,以及在锻炼写作能力的应答无显著性差异(P>0.05),而其他各项均具有显著性差异(P<0.05)。尤其在调动学习积极性、提高自学能力、提高学习效率、提高信息分析与利用能力、加强团队协作意识,以及加强师生交流沟通方面,两组间的应答具有极其显著性差异(P<0.001)。结论:PBL教学模式能有效提高EBM的教学效果,改善EBM的教学质量,值得进一步推广应用。

AIM： To investigate the effect of problem - based learning （ PBL） used in the teaching of medical students＇evidence-based medicine （ EBM） . METHODS： Five classes （ total 147 students ） were randomly selected as experimental （ PBL ） group, at the same time, another 5 classes （ total 149 students ） were also randomly selected as control group, using traditional teaching method （ lecture-based learning, LBL ） in 2010 grade. The final examination scores of the experimental group were compared with control at the end of term. In addition, all students were interviewed using self -administered questionnaire to obtain their evaluation for PBL practice. SPSS13. 0 software was used for statistical analysis. RESULTS： The homogeneity test in baseline survey showed that the basic characteristics between the two groups of students were no significant differences, and were comparable （P〉0. 05）. Final exam results showed that in addition to the scores of the EBM basic knowledge indicated no significant difference between two groups of students （P〉0. 05）, for the 5 steps of EBM procedure, namely, asking questions, finding the best evidence, evaluating the evidence, using and practicing the evidence, re - evaluating the evidence, and the total scores between the two groups, there were significant statistically differences （P〈0. 05）. The results to student learning evaluation showed that there was no significant difference between the two groups （P〉0. 05） in aspects of better understanding classroom knowledge, improving language expression ability, and writing skill exercises. And other residual items had a significant difference （ P〈0. 05）, especially in aspects of improving enthusiasm for learning, self - study ability, improving learning efficiency, information analysis and utilization ability, team collaboration, and communication between teachers and students, however, there was a very significant difference （P〈0. 001） between the two groups. CONCLUSION： PBL teaching mode can effectively improve teaching effectiveness and the quality of EBM teaching, so the this teaching mode is worth further popularizing.