| PBL和传统教学在“循证医学”教学中的比较 |
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| 引用本文： | 祁先东,裴凌云,樊景春.PBL和传统教学在“循证医学”教学中的比较[J].教育教学论坛,2021(10):141-144. |
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| 作者姓名： | 祁先东 裴凌云 樊景春 |
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| 作者单位： | 甘肃中医药大学临床医学院;甘肃中医药大学西北环境与营养相关疾病的中医药防控协同创新中;甘肃中医药大学公共卫生学院;甘肃中医药大学循证医学中心 |
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| 基金项目： | 甘肃中医药大学教学研究与教学改革立项课题(ZH-201807;YBXM-32;YB-201615;PYJH-2016-13)。 |
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| 摘 要： | 目的:探讨PBL教学与传统教学在"循证医学"教学中教学效果差异。方法:对临床医学专业298名大三学生整群随机分为PBL和传统教学组,课程结束进行教学效果数据收集,用SPSS23.0进行统计分析。结果:PBL教学组176人(59.1%),传统教学组122人(40.9%),两组的性别(χ2=1.649,P=0.199)和其他课程中教学方式的使用(χ2=0.983,P=0.912)分布方面无统计学差异。PBL组在"循证医学"课堂上小组讨论频率与参与度、知识掌握情况均高于传统教学组(P<0.05),PBL组期末考试平均分高于传统教学组(t=5.268,P<0.000)。结论:PBL教学在"循证医学"中的教学效果优于传统教学。
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| 关 键 词： | PBL 传统教学 循证医学 临床医学 教学效果 |
Comparison of PBL and Traditional Teaching in the Course of Evidence-based Medicine |
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| QI Xian-dong,PEI Ling-yun,FAN Jing-chun.Comparison of PBL and Traditional Teaching in the Course of Evidence-based Medicine[J].jiaoyu jiaoxue luntan,2021(10):141-144. |
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| Authors: | QI Xian-dong PEI Ling-yun FAN Jing-chun |
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| Institution: | (School of Clinical Medicine,Gansu University of Chinese Medicine,Lanzhou,Gansu 730000,China;Collaborative Innovation Center for TCM Prevention and Control in Environmental and Nutrition-related Diseases in Northwest China,Gansu University of Chinese Medicine,Lanzhou,Gansu 730000,China;School of Public Health,Gansu University of Chinese Medicine,Lanzhou,Gansu 730000,China;Center for Evidence-Based Medicine,Gansu University of Chinese Medicine,Lanzhou,Gansu 730000,China) |
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| Abstract: | Objective:To compare the teaching effectiveness between PBL teaching and traditional teaching in the course of Evidence-based Medicine.Methods:298 junior students from the School of Clinical Medicine were randomly divided into PBL and traditional teaching groups.At the end of the course,the teaching effect data were collected and analyzed by SPSS23.0.Results:There were 176 students(59.1%)in the PBL group,and 122(40.9%)in the traditional teaching group,with no statistically significant difference in sex(χ2=1.649,P=0.199)and the use of teaching methods in other courses(χ2=0.983,P=0.912)between the two groups.The students in PBL group had higher frequency and participation in group discussion and knowledge mastery in the course of Evidence-based Medicine than those in traditional teaching group(P<0.05).The average score in the written exam of PBL group was higher than that of traditional teaching group,and the difference was statistically significant(t=5.268,P<0.0001).Conclusion:The teaching effectiveness of PBL in Evidence-based Medicine is superior to that of traditional teaching. |
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| Keywords: | Problem-based Learning(PBL) Traditional teaching Evidence-based Medicine(EBM) Clinical medicine Teaching effect |
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