Research on the teaching practice of problem-based learning and evidence-based medicine education for clinical practice in hematology department

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Research on the teaching practice of problem-based learning and evidence-based medicine education for clinical practice in hematology department

更新时间：2024-09-19

- Research on the teaching practice of problem-based learning and evidence-based medicine education for clinical practice in hematology department
- Vol. 20, Issue 7, Pages: 822-825(2021)
- 作者机构：
  
  重庆医科大学附属第一医院血液内科
- 作者简介：
- 基金信息：
- DOI：
  CLC：
- Published：2021，
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Research on the teaching practice of problem-based learning and evidence-based medicine education for clinical practice in hematology department. [J]. 20(7):822-825(2021)
DOI：

Research on the teaching practice of problem-based learning and evidence-based medicine education for clinical practice in hematology department. [J]. 20(7):822-825(2021) DOI：

摘要

目的　探索以问题为基础的学习（problem-based learning，PBL）结合循证医学（evidence-based medicine，EBM）教学在血液内科临床实习中的应用效果。方法　将2019年7月15日至2019年11月8日于血液内科轮转的68名医学生设置为实验组，2018年12月29日至2019年6月28日于血液内科轮转的65名医学生设置为对照组。实验组医学生分别于入科第一周选取全血细胞减少的病例进行PBL结合EBM的教学实践，对照组不进行该教学实践。所有医学生出科前均进行理论知识及病例分析考核。采用SPSS 22.0软件进行t检验。结果　实验组医学生相较于对照组出科理论知识及出科病例分析得分均有一定的提升，差异有统计学意义（P=0.001、P <0.001）；并且教学实践得分越高，其出科理论知识、出科病例分析得分也相对较高（P＜0.001）。结论　PBL结合EBM的教学方式可有效提高学生的学习积极性和主动性，提升其临床思维能力，有助于提高血液内科教学质量

Abstract

Objective　To explore the application effect of problem-based learning (PBL) combined with evidence-based medicine (EBM) teaching in clinical practice of hematology department. Methods　The 68 medical students practicing in the hematology department from July 15 to November 8

2019 were set as the experimental group

and 65 medical students from December 29

2018 to June 28

2019 were set as the control group. Patients with pancytopenia were selected in the first week of admission for PBL combined with EBM teaching practice in the experimental group

but in the control group

these students did not take this practice. Theoretical knowledge

case analysis and assessment

were conducted before the students leaving the department. SPSS 22.0 was used for t test. Results　Compared with the control group

the scores of theoretical knowledge and case analysis of medical students in the experimental group were improved to a certain extent

with statistical significance (P = 0.001

P < 0.001). And the higher the score of teaching practice

the higher the score of theoretical knowledge and case analysis (P < 0.001). Conclusion PBL combined with EBM teaching practice can effectively improve students' learning enthusiasm and initiative

also can enhance their clinical thinking ability

then can help improve the teaching quality of the hematology.

关键词

以问题为基础的学习　循证医学　血液内科　医学生　临床实习

Keywords

Problem-based learningEvidence-based medicineHematology departmentMedical students　Clinical practice

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