循证医学教学中引入临床专家授课的效果评价

目的 研究在循证医学教学中引入临床专家授课的教学效果.方法 选择中国医科大学2007级、2008级七年制临床医学专业216名学生为研究对象,在循证医学教学中安排临床专家进行授课,采用无记名问卷调查以评估教学效果.结果 共发出问卷216份,收回有效问卷216份,其中2007级学生99份,2008级学生117份.73.1％的学生认为这种授课方式是有特色的,95.8％的学生认为临床专家在教学中强调了循证证据对临床实践的指导作用.在对这种教学方式的认可度调查中,两个年级学生的选择差异没有统计学意义（P＞0.05）.通过临床专家授课,97.2％的学生了解了如何应用循证证据指导临床实践,95.9％的学生激发了学习循证医学的兴趣与积极性,94.4％的学生有了临床观念（在临床工作中加入循证医学的方法）的变化.在对临床专家授课效果的评估中,2007级和2008级学生的反馈结果差异具有统计学意义（P＜0.05）.63.9％的学生希望网络专家授课,44.4％的学生希望加入医技辅助科室专家授课,23.1％的学生希望加入生物学专家授课.结论 在循证医学教学中引入临床专家授课,使学生了解循证医学在临床实践中的作用,激发其学习循证医学的兴趣,有利于提高循证医学的教学质量.同时,了解了学生期望授课专家的专业类别,为未来循证医学课程的设置和优化提供了依据。

Evaluation on effectiveness of clinical expert lectures in evidence-based medicine teaching

Objective To research the effectiveness of clinical experts lectures in evidence-based medicine teaching for students of seven-year medical education program.Methods Students of seven-year medical education program were selected as the research objectives at grades 2007 and 2008.Except usual theoretic teaching by epidemiologic methodological teachers,two clinical experts participated in the evidence-based medicine teaching,and an anonymous questionnaire survey was used to evaluate the teaching effectiveness.SPSS 16.0 software was used for statistical analyses.Results A total of 216 valid questionnaires were collected,in which total of 99 questionnaires were collected at the grade 2007 and 117 questionnaires were collected at the grade 2008.The results indicated that almost 73.1% of the students believed that this kind of teaching model was characteristic; 95.8% of the students thought that both of the clinical experts had emphasized evidence-based medicine guiding the clinical practice.According to this teaching model,there were no differences in the attitude of the students in both of two grade （P〉0.05）.Through clinical experts teaching,97.2% of the students have known how to apply evidence-based to guide clinical practice,inspired interest and enthusiasm on learning evidence-based medicine of 95.9% students,while 94.4% of students have changed the clinical concept.There were statistically significant differences in the assessment of teaching effectiveness on student feedback condition between the students of the two grades （P〈0.05）.Otherwise,students hope specialists of other subjects might involve in the evidence-based medicine teaching,in which 63.9% of the students thought that network professionals might be necessary; 44.4% of the students hoped to join the lectures of medical auxiliary experts; 23.1% of the students hoped to have joined the specialist in biology.Conclusions Clinical experts participating in evidence-based medicine teaching could promote students＇ understanding of evidence-bas