循证医学结合PBL教学法在神经内科住院医师规范化培训中的实践和研究
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摘要
目的探讨循证医学结合PBL教学法在神经内科住院医师规范化培训中的实施效果。方法将42名住院医师规范化培训学员随机分为实验组(循证医学结合PBL组22名)和对照组(传统教学组20名)。实验组采用PBL的方法对临床病例进行循证分析,对照组采用传统的灌输式教学。教学效果评价分为问卷调查和出科考试两部分。结果问卷调查显示,科研能力和创新能力方面实验组更有优势;出科考试成绩显示,实验组平均成绩高于对照组,特别是疑难病例测评、科研设计测评、创新思维能力测评方面,差异有统计学意义(P<0.05)。结论循证医学结合PBL教学法适用于住院医师规范化培训创新能力和科研能力的训练。
Objective To explore the implementation effect of evidence-based medicine combined with PBL teaching method in standardized training of neurology residents. Methods A total of 42 resident standardized training participants were randomly divided into experimental group(evidence-based medicine combined with PBL group, n=22) and control group(traditional teaching group, n=21). The experimental group used the PBL method to conduct evidencebased analysis of clinical cases, and the control group used traditional infusion teaching. The evaluation of teaching effects is divided into two parts: questionnaire survey and exit exam. Results The questionnaire survey showed that the experimental group had more advantages in terms of scientific research ability and innovation ability. The results of exit exam showed that the average score especially the evaluation of difficult cases, scientific research design evaluation,and innovative thinking ability of the experimental group was higher than that of the control group. And the difference was statistically significant(P<0.05). Conclusion Evidence-based medicine combined with PBL teaching method is suitable for the training of residents' standardized training innovation ability and scientific research ability.
Objective To explore the implementation effect of evidence-based medicine combined with PBL teaching method in standardized training of neurology residents. Methods A total of 42 resident standardized training participants were randomly divided into experimental group(evidence-based medicine combined with PBL group, n=22) and control group(traditional teaching group, n=21). The experimental group used the PBL method to conduct evidencebased analysis of clinical cases, and the control group used traditional infusion teaching. The evaluation of teaching effects is divided into two parts: questionnaire survey and exit exam. Results The questionnaire survey showed that the experimental group had more advantages in terms of scientific research ability and innovation ability. The results of exit exam showed that the average score especially the evaluation of difficult cases, scientific research design evaluation,and innovative thinking ability of the experimental group was higher than that of the control group. And the difference was statistically significant(P<0.05). Conclusion Evidence-based medicine combined with PBL teaching method is suitable for the training of residents' standardized training innovation ability and scientific research ability.
引文
[1]国家卫生和计划生育委员会.国家卫生计生委关于印发住院医师规范化培训管理办法(试行)的通知[Z].2014-08-25.
[2]Sadia Mahmood Malick,Julie Hadley,James Davis,e tal.Is evidence based medicine teaching and learning directed at improving practice?[J].J RSoc Med,2010,103:231-238.
[3]张秋丽,王为,姜岩.改革培养模式,造就创新人才---研究生循证医学教学改革实践[J].中西医结合心血管病电子杂志,2017,23(9):8-10.
[4]霍丽蓉,罗雯,金声扬.医学生的循证医学理念教育[J].继续医学教育,2017,31(1):33-35.
[5]Bate E,Taylor DC.Twelve tips on how to survive PBL as a medical student[J].Med Teach,2013,35(2),95-100.
[6]Dolmans DH,De Grave W,Wolfhagen IH.Problem-based learning:future challenges for educational practice and research[J].Medical Education,2005,39(7):732-741.
[7]路永坤,董延华,靳玉华.医学教学模式改革与医学生能力培养探索[J].中华全科医学,2016,14(11):1942-1944.
[8]Fox NS.What Is New in Medical Student and Resident Education?Best Articles From the Past Year[J].Obstet Gynecol,2016,128(1):201-202.
[9]刘朝东,付劲草,王洪志,等.以临床问题为主导对临床思维培养的重要作用[J].医学教育探索,2008,7(3):317-318.
[10]舒为群,孙梯业.预防医学专业教学改革研究[J].西北医学教育,2006,14(1):75-76.
[11]赵万红,潘龙瑞,朱克刚,等.我国高等医学教学模式改革的思考[J].医学与哲学,2014,35(4A):74-77.
[12]秦明照.循证医学思想在住院医师规范化培训中的应用[J].医学教育管理,2016,2(S2):144-147.
[13]尹慢慢,王在标,李东晓,等.PBL教学法在住院医师规范化培训中的应用[J].教育现代化,2017,16:118-119.
[14]逄一华,徐翠香,仇钰,等.探索循证医学理念在住院医师规范化培训中的应用[J].当代医学,2018,24(4):176-178.
[15]田京,于博,袁金学.PBL教学模式培养医学生能力的做法[J].中国现代医生,2007,45(17):119-120.
[16]李泽筠,李环环,职心乐,等.PBL在临床医学生循证医学教学中的设计与应用[J].科技创新导报,2017,26:204-206.
[17]Hosny S,Ghaly MS.Teaching evidence-based medicine using a problem-oriented approach[J].Med Teach,2014,36(Suppl 1):S62-68.
[18]Eyre HA,Lindsay T,Churchill JA,et al.Fostering creativity and innovation in the health system:The role of doctors-in-training in biomedical innovation and entrepreneurship[J].Med J Aust,2015,203(2):68-70.
[19]Jotkowitz AB.The internal medicine clinical clerkship:Opportunities for improvement[J].Eur J Intern Med,2004,15(5):281-283
[20]郭大东,唐红迎,毕宏生.循证医学在临床研究生科学思维与创新能力培养中的应用[J].教育教学论坛,2015,49:212-213.
[2]Sadia Mahmood Malick,Julie Hadley,James Davis,e tal.Is evidence based medicine teaching and learning directed at improving practice?[J].J RSoc Med,2010,103:231-238.
[3]张秋丽,王为,姜岩.改革培养模式,造就创新人才---研究生循证医学教学改革实践[J].中西医结合心血管病电子杂志,2017,23(9):8-10.
[4]霍丽蓉,罗雯,金声扬.医学生的循证医学理念教育[J].继续医学教育,2017,31(1):33-35.
[5]Bate E,Taylor DC.Twelve tips on how to survive PBL as a medical student[J].Med Teach,2013,35(2),95-100.
[6]Dolmans DH,De Grave W,Wolfhagen IH.Problem-based learning:future challenges for educational practice and research[J].Medical Education,2005,39(7):732-741.
[7]路永坤,董延华,靳玉华.医学教学模式改革与医学生能力培养探索[J].中华全科医学,2016,14(11):1942-1944.
[8]Fox NS.What Is New in Medical Student and Resident Education?Best Articles From the Past Year[J].Obstet Gynecol,2016,128(1):201-202.
[9]刘朝东,付劲草,王洪志,等.以临床问题为主导对临床思维培养的重要作用[J].医学教育探索,2008,7(3):317-318.
[10]舒为群,孙梯业.预防医学专业教学改革研究[J].西北医学教育,2006,14(1):75-76.
[11]赵万红,潘龙瑞,朱克刚,等.我国高等医学教学模式改革的思考[J].医学与哲学,2014,35(4A):74-77.
[12]秦明照.循证医学思想在住院医师规范化培训中的应用[J].医学教育管理,2016,2(S2):144-147.
[13]尹慢慢,王在标,李东晓,等.PBL教学法在住院医师规范化培训中的应用[J].教育现代化,2017,16:118-119.
[14]逄一华,徐翠香,仇钰,等.探索循证医学理念在住院医师规范化培训中的应用[J].当代医学,2018,24(4):176-178.
[15]田京,于博,袁金学.PBL教学模式培养医学生能力的做法[J].中国现代医生,2007,45(17):119-120.
[16]李泽筠,李环环,职心乐,等.PBL在临床医学生循证医学教学中的设计与应用[J].科技创新导报,2017,26:204-206.
[17]Hosny S,Ghaly MS.Teaching evidence-based medicine using a problem-oriented approach[J].Med Teach,2014,36(Suppl 1):S62-68.
[18]Eyre HA,Lindsay T,Churchill JA,et al.Fostering creativity and innovation in the health system:The role of doctors-in-training in biomedical innovation and entrepreneurship[J].Med J Aust,2015,203(2):68-70.
[19]Jotkowitz AB.The internal medicine clinical clerkship:Opportunities for improvement[J].Eur J Intern Med,2004,15(5):281-283
[20]郭大东,唐红迎,毕宏生.循证医学在临床研究生科学思维与创新能力培养中的应用[J].教育教学论坛,2015,49:212-213.
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