循证医学结合以问题为基础学习教学模式在内科教学中的应用效果

Application effect of evidence-based medicine combined with problem-based learning teaching mode in the teaching of internal medicine

目的研究内科教学中应用循证医学(EBM)+以问题为基础学习(PBL)教学的效果。方法选取贵州医科大学附属医院2019年1月至12月的50名临床实习生作为研究对象,按照随机数字表法分为联合组和参照组,各25名。参照组行EBM教学模式,联合组给予EBM+PBL教学模式。比较两组实习生的带教质量、综合素质、考核成绩及带教满意度。结果教学前,两组实习生的培养学习兴趣、提高临床思维、提高解决问题能力及提高学习能力评分比较,差异无统计学意义(P>0.05)。教学后,两组的培养学习兴趣、提高临床思维、提高解决问题能力及提高学习能力评分高于教学前,且联合组实习生的培养学习兴趣、提高临床思维、提高解决问题能力及提高学习能力评分高于参照组,差异有统计学意义(P<0.05)。教学前,两组实习生的问题分析、应急反应、主观能动性及文献检索评分比较,差异无统计学意义(P>0.05);教学后,两组的问题分析、应急反应、主观能动性及文献检索评分高于教学前,且联合组实习生的问题分析、应急反应、主观能动性及文献检索评分高于参照组,差异有统计学意义(P<0.05)。联合组的理论成绩、实践操作成绩、分析病例成绩及诊断成绩均高于参照组,差异有统计学意义(P<0.05)。联合组实习生的带教总满意度高于参照组,差异有统计学意义(P<0.05)。结论EBM+PBL教学模式应用于临床内科实习生带教中可提高带教质量、综合素质、带教满意度,值得推荐。

Objective To study the effect of evidence-based medicine(EBM)+problem-based learning(PBL)teaching mode in the teaching of cardiology.Methods A total of 50 clinical interns from Guizhou Medical University from January to December 2019 were selected as research objects,and they were divided into the combined group and the reference group according to the random number table method,with 25 cases in each group.The reference group was given the EBM teaching mode,and the combined group was given the EBM+PBL teaching mode.The teaching quality,comprehensive quality,assessment results and teaching satisfaction of the two groups of interns were compared.Results Before teaching,there were no statistically significant differences between the two groups of interns in the scores of cultivating learning interest,improving clinical thinking,improving problem-solving ability and improving learning ability(P>0.05).After teaching,the scores of cultivating learning interest,improving clinical thinking,improving problem-solving ability and improving learning ability of the two groups were higher than those before teaching,and the scores of cultivating learning interest,improving clinical thinking,improving problem-solving ability and improving learning ability of the interns of the combined group were higher than those of the reference group,with statistically significant differences(P<0.05).Before teaching,there were no statistically significant differences in the scores of problem analysis,emergency response,subjective initiative and document retrieval between the two groups of interns(P>0.05).After teaching,the scores of problem analysis,emergency response,subjective initiative and document retrieval of the two groups were higher than those before teaching,and the scores of problem analysis,emergency response,subjective initiative and document retrieval of the interns in the combined group were higher than those of the reference group,with statistically significant differences(P<0.05).The theoretical score, practical operation score, analysis case score and diagnosis score of the combined group were higher than those of the control group, with statistical significances (P<0.05). The total satisfaction of interns in the combined group was higher than that in the reference group, with statistically significant difference (P<0.05). Conclusion The EBM+PBL teaching model can improve the teaching quality, comprehensive quality, and teaching satisfaction in the teaching of clinical internal medicine interns, which is worthy of recommending.