CAJ | 학술논문

目的比较循证医学(evidence-based medicine,EMB)结合以问题为基础学习(problem-based learning,PBL)教学方法(PBL-EBM)与单纯的以问题为基础学习教学方法在泌尿外科学见习教学中的应用效果.方法设立具有可比性的PBL教学组(n=56)和PBL-EBM教学组(n=51),两组学生在泌尿外科见习期间分别接受单纯PBL与PBL-EBM教学方法,教学结束后对教学效果进行主客观评估.结果两组学生在EBM背景方面的差异无统计学意义.PBL-EBM组提供高推荐级别研究依据比例显著高于PBL组,P＜0.05,差异具有统计学意义.问卷调查显示,PBL-EBM组有更多的学生认为,他们所接受的教学有助于提高综合分析能力,提高信息获取能力,提高信息分析与利用能力,提高分析解决问题能力,提高综合不同学科文献资料的能力,P＜0.05,差异具有统计学意义.结论泌尿外科学见习教学中运用循证医学结合以问题为基础学习教学方法具有可行性,有助于提高学生运用医学研究证据的能力,在提高学生分析解决问题能力、信息获取利用能力等方面具有显著优势,实现了PBL教学的优化.
목적 비교순증의학(evidence-based medicine,EMB)결합이문제위기출학습(problem-based learning,PBL)교학방법(PBL-EBM)여단순적이문제위기출학습교학방법재비뇨외과학견습교학중적응용효과.방법 설립구유가비성적PBL교학조(n=56)화PBL-EBM교학조(n=51),량조학생재비뇨외과견습기간분별접수단순PBL여PBL-EBM교학방법,교학결속후대교학효과진행주객관평고.결과 량조학생재EBM배경방면적차이무통계학의의.PBL-EBM조제공고추천급별연구의거비례현저고우PBL조,P＜0.05,차이구유통계학의의.문권조사현시,PBL-EBM조유경다적학생인위,타문소접수적교학유조우제고종합분석능력,제고신식획취능력,제고신식분석여이용능력,제고분석해결문제능력,제고종합불동학과문헌자료적능력,P＜0.05,차이구유통계학의의.결론 비뇨외과학견습교학중운용순증의학결합이문제위기출학습교학방법구유가행성,유조우제고학생운용의학연구증거적능력,재제고학생분석해결문제능력、신식획취이용능력등방면구유현저우세,실현료PBL교학적우화.
Objective To compare the effectiveness of problem-based learning combined with evidence-based medicine(PBL-EBM) and problem-based learning (PBL) model on clinical teaching of urology.Methods Students were selected by sampling in PBL group (n =56) and PBL-EBM group (n =51),and the two groups received clinical teaching of urology by PBL and PBL-EBM model respectively.At the end of the study,each student received objective and subjective evaluation.Results There was no significant difference in results of the baseline on evidence-based medicine between two groups (P＞0.05),but the percentage of high-recommended-level research evidence obtained by the students in the PBL-EBM group was significantly higher than that in PBL group (P＜0.05).And questionnaire showed more students in PBL-EBM group believed that this teaching model improved their ability of comprehensive analysis and application of medical evidence,and developed their skills in solving problem and obtaining information on various subjects (P＜0.05).Conclusions The model of problem-based learning combined with evidencebased medicine is feasible and effective in clinical teaching of urology and optimize the outcomes from PBL education.By the PBL-EBM model teaching,students improve the ability to advantage in managing evidence from medical studies,analyzing and solving problem,obtaining and applying medical information.