混合式教学法在研究生循证医学课程中的应用效果

Application effect of blended teaching method in evidence-based medicine course for graduate students

目的探讨混合式教学法在研究生循证医学(EBM)中的应用效果。方法以选修2019—2020学年第一学期(2019年9月—2019年11月)北京大学医学部研究生课程《医学证据整合及应用Meta分析进阶》的22名研究生为研究对象,采用传统课堂教学、微信答疑和线下咨询相结合的教学方式,利用问卷调查评价知识技能、学习态度及课后应用情况的教学效果。结果与课前比较,课后学生对“绝对危险度”“比值比”“异质性”EBM相关概念理解有所提高,差异均有统计学意义(均P<0.05)。课前与课后,学生文献检索能力、平均每月文献阅读情况和检索情况比较,差异无统计学意义(P>0.05)。与课前比较,课后学生在“在日常临床工作中,医生需要增加医学证据的使用”“你对应用EBM到临床实践的学习和技能感兴趣”和“EBM对你制订临床决策有帮助”3个方面有了明显提高,差异均有统计学意义(均P<0.05)。开展EBM实践存在障碍的结果显示,65.22%的学生认为没有充分的时间,69.57%的学生认为自身严格评价文献的能力有限。结论传统堂教学、微信答疑和线下咨询相结合的混合教学法提高了EBM的教学效果,建议今后在教学工作中继续推广、使用。

Objective To explore the application effect of blended teaching method in evidence-based medicine(EBM)for graduate students.Methods A total of 22 graduate students enrolled in the first semester of the academic year 2019-2020(from September 2019 to November 2019)and signed to the course Evidence Synthesis and Application in Medicine:Advanced Meta-analysis of Peking University Health Science Center were selected as the research subjects.The blended teaching method was consisted of traditional classroom teaching,WeChat question-answering and offline consultation.Questionnaire survey was used to evaluate the teaching effect of knowledge,skills,learning attitude and application after class.Results Compared with before class,students’understanding of EBM related concepts of“absolute risk”,“odds ratio”and“heterogeneity”was improved after class,and the differences were statistically significant(all P<0.05).Before and after class,there were no significant differences in literature retrieval ability,average monthly literature reading and retrieval cases(P>0.05).Compared with before class,after class,students showed significant improvement in three aspects:“In daily clinical work,doctors need to increase the use of medical evidence”,“You are interested in the learning and skills of applying EBM to clinical practice”and“EBM is helpful for you to make clinical decisions”,and the differences were statistically significant(all P<0.05).The result of barriers to implementing EBM practices showed that 65.22%of the students thought that they did not have enough time,and 69.57%of the students thought that their ability to strictly evaluate the literature was limited.Conclusion The blended teaching method,which combines traditional classroom teaching,WeChat question-answering and offline consultation,improves the teaching effect of EBM.It is suggested that it should be promoted and used in future teaching work.