循证医学PICOS模式结合PBL教学法在康复医学教育中的效果

The Effect of Evidence-Based Medicine PICOS Model Combined With PBL Teaching Method in Rehabilitation Medicine Education

目的循证医学(population,intervention,comparison,outcomes,study design,PICOS)模式结合问题导向学习法(problem-based learning,PBL)在康复医学教育中的效果。方法选取2022年1-12月于新疆医科大学附属中医医院实习的康复治疗专业学生60名作为研究对象,依据实习时间不同分为观察组、对照组,各30名。对照组实施传统教学模式,观察组实施循证医学PICOS模式结合PBL教学法。比较2组教学效果,包括理论成绩、临床实践操作成绩、病例分析成绩;学习积极性,具体包括提问次数、查阅资料时间、谈论发言次数;综合能力评分,包括问题研究能力、临床思维能力、知识理解能力、文献查阅能力;教学满意度。结果观察组理论成绩为(86.87±6.14)分,临床实践操作成绩为(88.19±5.31)分,病例分析成绩为(90.17±4.36)分,分别优于对照组(80.31±5.64)分、(82.07±4.49)分、(81.17±5.59)分,差异有统计学意义(P<0.05);观察组提问次数为(3.71±0.66)次/课时,查阅资料时间为(2.15±0.52)h/d,谈论发言次数为(3.14±0.59)次/课时,学习积极性优于对照组[(2.14±0.31)次/课时、(1.19±0.39)h/d、(2.56±0.42)次/课时],差异有统计学意义(P<0.05);观察组问题研究能力评分为(18.42±1.15)分,临床思维能力评分为(19.14±0.54)分,知识理解能力评分为(19.42±0.51)分,文献查阅能力评分为(19.04±0.64)分,优于对照组[(17.35±0.89)分、(18.12±0.36)分、(18.72±0.39)分、(17.35±0.52)分],差异有统计学意义(P<0.05);观察组教学满意度为93.33%,优于对照组的73.33%,差异有统计学意义(P<0.05)。结论循证医学PICOS模式结合PBL教学法可以在康复医学教育中发挥重要的作用。

Objective To investigate the effect of evidence-based medicine PICOS model combined with PBL teaching method in rehabilitation medicine education.Methods A total of 60 students majoring in rehabilitation therapy who practiced in our hospital from January to December 2022 were selected as the research objects and divided into observation group and control group with 30 students in each group according to the different practice time.The control group implemented traditional teaching mode,and the observation group implemented evidence-based medicine PICOS model combined with PBL teaching method.The teaching effect which included assessment results,learning enthusiasm,comprehensive ability score and teaching satisfaction were compared.Results The observation group demonstrated superior performance across all evaluation metrics compared to the control group.Specifically,the theoretical score for the observation group was(86.87±6.14)points,outperforming the control group's score of(80.31±5.64)points.In clinical practice evaluations,the observation group achieved a score of(88.19±5.31)points,again surpassing the control group's score of 82.07.For case analysis,the observation group's score was(90.17±4.36)points,notably higher than the control group.The statistical analysis revealed that these differences were significant(P<0.05).The observation group demonstrated notably higher engagement levels compared to the control.On average,the students asked questions(3.71±0.66)times per class hour,dedicated approximately(2.15±0.52)h/d to consulting materials,and engaged in discussions or verbal contributions about(3.14±0.59)times per class hour.These metrics not only highlight a more active participation but also significantly surpass the comparative figures from the control group and the differences were statistically significant(P<0.05),underscoring a statistically significant difference in interactive and study behaviors.The abilities of the observation group were evaluated across several dimensions,yielding the following scores:problem-solving ability was recorded at(18.42±1.15)points,clinical thinking ability was scored at(19.14±0.54)points,and knowledge understanding ability registered at(19.42±0.51)points.Additionally,their literature review ability was assessed at 19.00 points(standard deviation details were not fully provided).These scores were significantly higher when compared to the control group,which scored(17.35±0.52)points in the same categories,indicating a statistically significant difference(P<0.05).The satisfaction rate regarding teaching within the observation group reached 93.33%,surpassing that of the control group,which stood at 73.33%.This difference was found to be statistically significant(P<0.05).Conclusion evidence-based medicine PICOS model combined with PBL teaching method can play an important role in rehabilitation medicine education.