Practice and application of problem-based learning in evidence-based medicine teaching

Abstract

AIM:To investigate the effect of problem-based learning(PBL)used in the teaching of medical students' evidence-based medicine(EBM).METHODS: Five classes(total 147 students)were randomly selected as experimental(PBL)group, at the same time, another 5 classes(total 149 students)were also randomly selected as control group, using traditional teaching method(lecture-based learning, LBL)in 2010 grade. The final examination scores of the experimental group were compared with control at the end of term. In addition, all students were interviewed using self-administered questionnaire to obtain their evaluation for PBL practice. SPSS13.0 software was used for statistical analysis.RESULTS: The homogeneity test in baseline survey showed that the basic characteristics between the two groups of students were no significant differences, and were comparable(P>0.05). Final exam results showed that in addition to the scores of the EBM basic knowledge indicated no significant difference between two groups of students(P>0.05), for the 5 steps of EBM procedure, namely, asking questions, finding the best evidence, evaluating the evidence, using and practicing the evidence, re-evaluating the evidence, and the total scores between the two groups, there were significant statistically differences(PP>0.05)in aspects of better understanding classroom knowledge, improving language expression ability, and writing skill exercises. And other residual items had a significant difference(PPCONCLUSION:PBL teaching mode can effectively improve teaching effectiveness and the quality of EBM teaching, so the this teaching mode is worth further popularizing.

Keywords

• problem-based learning
• lecture-based learning
• evidence-based medicine
• application
• application