结合EBM理念的PBL在住院医师规培内科轮转中的应用评价

摘要

目的 探讨结合EBM理念的PBL在住院医师规范化培训内科轮转中的应用效果.方法 选取120名接受规范化培训的住院医师为研究对象,按照学历不同分为研究生组和本科生组,每组60人;再将两组医师随机等分为试验亚组和对照亚组,每组30人.在内科轮转培训中,试验组采用结合EBM理念的PBL,对照组采用传统教学;采用调查问卷(CTDI-CV)和出科考试评价教学效果.采用Epidata 3.0录入相应数据,应用SPSS 19.0对组间比较行t检验或x2检验.结果 问卷结果显示,出科后研究生和本科生试验亚组具有正性批判思维能力的人数与比例高于对照亚组,差异有统计学意义(研究生组:x2=6.648,P=0.010;本科生组:x2=4.267,P=0.039).试验亚组在寻找真相、开放思想、分析能力、系统化能力、求知欲、自信心、认识成熟度方面评分均优于对照亚组(P＜0.05).出科考试成绩显示,试验亚组的平均成绩高于对照亚组,差异具有统计学意义(研究生组:t=4.551,P=0.000;本科生组:t=5.644,P=0.000).结论 结合EBM理念的PBL在住院医师规范化培训内科轮转教学中取得较好效果,能够提高学员的培训成绩和批判性思维能力.%Objective To explore the training effects of EBM-based PBL teaching mode in the standardized rotary residency training of internal medicine.Methods 120 resident doctors who received standardized training were selected as the research objects and were divided into master group and bachelor group,with 60 students in each group.The master and the bachelor group were further equal divided into sub-experimental group and sub-control group,with 30 students in each group.In the standardized rotary residency training of internal medicine,experimental group was applied EBM-based PBL teaching mode,while the control group received the traditional teaching method.The teaching effects were evaluated by questionnaire (CTDI-CV) and the examination form.Epidata 3.0 was used for inputting corresponding data,and SPSS 19.0 was used for comparison between groups by t test or 2 test.Results The questionnaire results showed that after the training,the number and proportion of graduate and undergraduate students with positive critical thinking ability in experiment subgroups were both higher than those of the control subgroup.The difference was statistically significant (postgraduate group:x2=6.648,P=0.010;undergraduate group:Chi square=4.267,P=0.039).The sub experiment groups were superior to the control group (P＜0.05)in the search for truth,open thought,analytical ability,systematic ability,knowledge desire,self-confidence and maturity.The average scores of the experimental group were significantly higher than those of control group (graduate student group:t=4.551,P=0.000;college student group:t=5.644,P=0.000).Conclusion The EBM-based PBL teaching mode shows the good effects on the physician's standardization training,and it can improve the training performance and the student's ability of critical thinking.