CAJ | 학술논문

目的：探讨循证医学对医学研究生批判性思维能力的影响。 　　方法：采用整群抽样方法，选择300名临床医学研究生为研究对象。采用中文版批判性思维能力测量问卷（ CTDI-CV），对实施循证医学课程前后研究对象的CTDI-CV总分及各特质得分进行测量，并比较其差异。 　　结果：开展循证医学课程前后，研究对象的CTDI-CV总分均＞280分，表现为正性批判性思维能力。课后总分明显高于课前（t＝5．520，P＜0．01）。不同年龄、不同性别、不同入学前学历、是否了解循证医学，以及是否具有临床工作经历的研究对象CTDI-CV总分均不同程度地升高。实施循证医学课程以后，批判性思维能力7项特质得分均高于课前，开放思想、分析能力、系统化能力以及求知欲均明显提高（P＜0．01），但寻找真相（t＝0．630，P＝0.529）、批判性思维自信心（t＝0．509，P＝0．612）以及认知成熟度（t＝1．767，P＝0．079）3种特质的差异并无统计学意义。 　　结论：循证医学能够充分调动学生学习的积极性和主动性，提升医学生的批判性思维能力。在以后的教学中要不断强化学生的质疑能力，注重培养学生的自信心，进一步发挥循证医学的优势。
목적：탐토순증의학대의학연구생비판성사유능력적영향。 　　방법：채용정군추양방법，선택300명림상의학연구생위연구대상。채용중문판비판성사유능력측량문권（ CTDI-CV），대실시순증의학과정전후연구대상적CTDI-CV총분급각특질득분진행측량，병비교기차이。 　　결과：개전순증의학과정전후，연구대상적CTDI-CV총분균＞280분，표현위정성비판성사유능력。과후총분명현고우과전（t＝5．520，P＜0．01）。불동년령、불동성별、불동입학전학력、시부료해순증의학，이급시부구유림상공작경력적연구대상CTDI-CV총분균불동정도지승고。실시순증의학과정이후，비판성사유능력7항특질득분균고우과전，개방사상、분석능력、계통화능력이급구지욕균명현제고（P＜0．01），단심조진상（t＝0．630，P＝0.529）、비판성사유자신심（t＝0．509，P＝0．612）이급인지성숙도（t＝1．767，P＝0．079）3충특질적차이병무통계학의의。 　　결론：순증의학능구충분조동학생학습적적겁성화주동성，제승의학생적비판성사유능력。재이후적교학중요불단강화학생적질의능력，주중배양학생적자신심，진일보발휘순증의학적우세。
AIM:To explore the effect of evidence-based medicine ( EBM ) on the critical thinking ability of medical postgraduates. METHODS: A total of 300 medical postgraduates were selected by cluster sampling method as participants.The average total score of critical thinking ability and average scores of each critical thinking disposition were measured before and after EBM by using critical thinking disposition inventory Chinese version ( CTDI-CV ) , and the differences of scores were compared. RESULTS:The total score of CTDI-CV was more than 280 before and after EBM, which showed positive critical thinking ability. Total score of CTDI-CV significantly increased after EBM conducted (t=5.520, P<0.001).The total score of CTDI-CV for postgraduates with different gender, age, education background before college entrance, understanding EBM or not, and whether having clinical work experience or not, increased to one degree or another.The scores of 7 items of CTDI-CV were higher after EBM was carried out.The aspects of open -mindedness, analyticity, systematicity and inquisitiveness increased significantly ( P <0.001 ). However, there were no significant difference for aspects of truth seeking (t=0.630, P=0.529), critical thinking self-confidence (t=0.509, P=0.612) and cognitive maturity (t=1.767, P=0.079). CONCLUSION: EBM can sufficiently mobilize the students'positivity and activeness, and improve the critical thinking ability. The questioning ability of students should be strengthened and the self-confidence should be cultivated in later teaching to give full play to advantages of EBM.