CAJ | 학술논문

目的：探索PBL教学模式在本科生循证医学教学中的应用效果。 　　方法：从2010级临床医学专业本科生中随机选择5个班,共147人作为试验组,采用“以问题为基础的教学(problem-based learning,PBL)”模式,另外随机选择5个班,共149人采用“以授课为基础的教学( lecture-based learning,LBL)”模式作为对照。对两组学生的期末考试成绩进行比较,同时采用调查表对学生进行问卷调查,获得他们对PBL的评价信息。采用SPSS 13.0软件对所有数据进行统计学处理。 　　结果：基线调查的均衡性检验的结果显示,两组学生间的基本特征无显著性差异,具有可比性(P >0.05)。期末考试的结果显示,两组学生除了对EBM的基础知识考核的结果无显著性差异外(P >0.05),对EBM的过程的5个步骤,即提出问题、寻找最佳证据、评价证据、应用和实践证据、并对证据进行再评估,以及总成绩的评价显示,两组间均存在显著性差异,并具有统计学意义(P<0.05)。学生对学习效果评价的结果显示,两组学生对采用PBL方式在更好消化课堂所学内容、提高语言表达能力,以及在锻炼写作能力的应答无显著性差异(P>0.05),而其他各项均具有显著性差异(P<0.05)。尤其在调动学习积极性、提高自学能力、提高学习效率、提高信息分析与利用能力、加强团队协作意识,以及加强师生交流沟通方面,两组间的应答具有极其显著性差异(P<0.001)。 　　结论：PBL 教学模式能有效提高 EBM 的教学效果,改善EBM的教学质量,值得进一步推广应用。
목적：탐색PBL교학모식재본과생순증의학교학중적응용효과。 　　방법：종2010급림상의학전업본과생중수궤선택5개반,공147인작위시험조,채용“이문제위기출적교학(problem-based learning,PBL)”모식,령외수궤선택5개반,공149인채용“이수과위기출적교학( lecture-based learning,LBL)”모식작위대조。대량조학생적기말고시성적진행비교,동시채용조사표대학생진행문권조사,획득타문대PBL적평개신식。채용SPSS 13.0연건대소유수거진행통계학처리。 　　결과：기선조사적균형성검험적결과현시,량조학생간적기본특정무현저성차이,구유가비성(P >0.05)。기말고시적결과현시,량조학생제료대EBM적기출지식고핵적결과무현저성차이외(P >0.05),대EBM적과정적5개보취,즉제출문제、심조최가증거、평개증거、응용화실천증거、병대증거진행재평고,이급총성적적평개현시,량조간균존재현저성차이,병구유통계학의의(P<0.05)。학생대학습효과평개적결과현시,량조학생대채용PBL방식재경호소화과당소학내용、제고어언표체능력,이급재단련사작능력적응답무현저성차이(P>0.05),이기타각항균구유현저성차이(P<0.05)。우기재조동학습적겁성、제고자학능력、제고학습효솔、제고신식분석여이용능력、가강단대협작의식,이급가강사생교류구통방면,량조간적응답구유겁기현저성차이(P<0.001)。 　　결론：PBL 교학모식능유효제고 EBM 적교학효과,개선EBM적교학질량,치득진일보추엄응용。
AIM: To investigate the effect of problem - based learning ( PBL) used in the teaching of medical students'evidence-based medicine ( EBM) . METHODS: Five classes ( total 147 students ) were randomly selected as experimental ( PBL ) group, at the same time, another 5 classes ( total 149 students ) were also randomly selected as control group, using traditional teaching method ( lecture-based learning, LBL ) in 2010 grade. The final examination scores of the experimental group were compared with control at the end of term. In addition, all students were interviewed using self -administered questionnaire to obtain their evaluation for PBL practice. SPSS13. 0 software was used for statistical analysis. RESULTS: The homogeneity test in baseline survey showed that the basic characteristics between the two groups of students were no significant differences, and were comparable (P>0. 05). Final exam results showed that in addition to the scores of the EBM basic knowledge indicated no significant difference between two groups of students (P>0. 05), for the 5 steps of EBM procedure, namely, asking questions, finding the best evidence, evaluating the evidence, using and practicing the evidence, re - evaluating the evidence, and the total scores between the two groups, there were significant statistically differences (P<0. 05). The results to student learning evaluation showed that there was no significant difference between the two groups (P>0. 05) in aspects of better understanding classroom knowledge, improving language expression ability, and writing skill exercises. And other residual items had a significant difference ( P<0. 05), especially in aspects of improving enthusiasm for learning, self - study ability, improving learning efficiency, information analysis and utilization ability, team collaboration, and communication between teachers and students, however, there was a very significant difference (P<0. 001) between the two groups. CONCLUSION: PBL teaching mode can effectively improve teaching effectiveness and the quality of EBM teaching, so the this teaching mode is worth further popularizing.