Application evaluation of evidence-based medicine concept-based problem-based learning teaching mode in the clinical practice teaching of an orthopedic department
10.3760/cma.j.cn116021-20210507-01346
- VernacularTitle:基于EBM理念的PBL在骨科临床实习教学中的应用评价
- Author:
Dasheng TIAN
1
;
Huazhang ZHONG
;
Juehua JIN
;
Lei CHEN
;
Bin ZHU
;
Yun ZHOU
Author Information
1. 安徽医科大学第二附属医院骨科，合肥 230601
- Keywords:
Problem-based learning;
Clinical practice;
Evidence-based medicine;
Traditional teaching
- From:
Chinese Journal of Medical Education Research
2023;22(7):1021-1025
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To investigate the effect of application of problem-based learning (PBL) combined with evidence-based medicine (EBM) in clinical practice teaching of an orthopedic department.Methods:A total of 48 interns who entered Department of Orthopedics, The Second Hospital of Anhui Medical University, Hefei, China from June 2017 to June 2018 were randomly divided into experimental group (the PBL combined with EBM concept teaching group, n = 24) and control group (the traditional teaching group, n = 24). In the experimental group, teachers selected typical cases, designed questions with certain flexibility and complexity, and organized the students to consult the literature, discuss in groups, and report and summarize around the practical problems. In the control group, traditional indoctrination teaching was adopted according to the clinical experience of the teachers. The teaching effect was assessed by a questionnaire survey, a theoretical examination, and a clinical skill examination. The results were analyzed by t-test and Chi-square test using SPSS 16.0 software. Results:The questionnaire survey showed that compared with the control group, the experimental group gave a significantly better evaluation of the teaching methods they received in terms of improving their theoretical knowledge comprehension ability, comprehensive analysis ability, team collaboration awareness, document retrieval and language expression ability, stimulating their learning motivation, and enhancing their scientific thinking and innovation ability ( P < 0.05). Furthermore, compared with the control group, the experimental group had significantly higher mean scores for both the theoretical test (92.42±2.55 vs. 86.17±3.36, P < 0.05) and the clinical skill test (85.79±3.15 vs. 78.88±3.41, P < 0.05). Conclusion:The application of PBL teaching in orthopedic practice, with the concept of EBM throughout the teaching process, has obtained a good effect. It can improve the clinical teaching quality in orthopedics, improve the comprehensive quality of clinical medical students, inspire their active learning enthusiasm, and cultivate their creative thinking, problem construction, comprehensive analysis, literature retrieval, and communication ability.
