循证医学PICOS模式结合PBL教学法在肺系病证临床教学中的研究

Evidence-based Medicine PICOS Mode Binding Studies of PBL in Pulmonary Diseases in Clinical Teaching

目的探讨循证医学PICOS模式结合导学式教学法(PBL)与传统教学法(LBL)在肺系病证临床教学中的区别。方法使用随机对照的前瞻性研究方法。选取80位广西中医药大学瑞康临床医学院呼吸内科实习的2011级中西医结合临床医学专业五年制本科实习生为研究对象,以实习小组为单位,区组随机分组,选取44人为实验组,使用循证医学PICOS模式+PBL方法教学,36人为对照组,使用传统的以授课为基础的学习方法(Lecture-Based Learing,LBL)教学。在实习结束后,对实验组及对照组学生进行同期内容的考试考核(包括理论考试、病案分析、问卷调查)。以学生探究问题的能力、知识的归纳运用能力、临床思维能力、评价文献查及阅理解文献的能力等作为教学效果评价的主观指标;以考核学生对疾病的综合分析及临床应用能力作为客观指标。结果在理论考试成绩方面,两组无显著性差异(P>0.05),但实验组在病案分析考试成绩及研究问题能力、临床思维能力、知识运用能力、查阅理解能力、评价文献能力方面显著高于对照组,两组相比差异具有统计学意义(P<0.05)。结论循证医学PICOS模式结合导学式教学法(PBL)与传统教学法(LBL)有助于提高实习生综合对疾病分析能力及思维能力。

ObjectiveTo investigate evidence-based medicine PICOS model combines the Student teaching （PBL） differs from traditional teaching methods （LBL） in Pulmonary Syndrome in clinical teaching. MethodsUsing randomized prospective study. Select 80 RiCOM Guangxi Medical University School of Medicine, Department of Respiratory Medicine Clinical Practice 2011 Integrative Medicine Specialty ifve years undergraduate intern for the study, in order to practice group as a unit, block randomization, 44 artificial selection experiment group use of evidence-based medicine PICOS mode ＋ PBL teaching method, 36 as control group using traditional learning methods （Lecture-Based Learing, LBL） to teach based teaching. After the end of the internship, the experimental group and control group students earlier examination and assessment of content （including theoretical exam, case analysis, surveys）. The ability of students to explore issues, ability to apply knowledge of induction, clinical thinking ability, the ability to evaluate and review the literature to check understanding literature, etc.ResultsIn theory test results, the two groups had no signiifcant difference （P〉 0.05）, but the experimental group in the medical record analysis exams and study questions the ability of clinical thinking ability, knowledge proifciency, access to the ability to understand, evaluate literature capacity significantly the control group, a statistically significant difference compared two groups （P〈0.05）.Conclusion Evidence-based medicine PICOS model combines the Student teaching （PBL） and traditional teaching （LBL） helps improve intern comprehensive analysis of disease and thinking ability..