引用本文:张硕,安晶,冯娟,郭阳.基于循证医学PICOS模式的TBL教学法在神经病学临床教学中的尝试[J].中华医学教育探索杂志,2016,15(11):
基于循证医学PICOS模式的TBL教学法在神经病学临床教学中的尝试
Exploration of TBL based on evidence-based medicine PICOS model in practice teaching of Neurology
DOI:
中文关键词:  循证医学  团队为导向的学习  临床教学  神经病学
英文关键词:Evidence-based medicine  team-based learning  clinical practice teaching  neurology
基金项目:中国医科大学“十二五”教育研究立项课题(YDJK2015027)
作者单位E-mail
张硕* 110004 中国医科大学附属盛京医院神经内科 submission@126.com 
安晶 110004 中国医科大学附属盛京医院神经内科  
冯娟 110004 中国医科大学附属盛京医院神经内科  
郭阳 110004 中国医科大学附属盛京医院神经内科  
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中文摘要:
      目的 探讨基于循证医学PICOS模式的TBL在神经病学临床教学中效果。 方法 将在2016年3月-2016年4月在神经内科课间实习的59名医学生作为研究对象,随机分成两组,实验组24人,对照组23人,实验组 采用基于PICOS模式的TBL教学法,对照组采用TBL教学法。在本学期三次课间实习结束后,从相关疾病的发病机制,临床表现,辅助检查,诊断及治疗等知识要点对学生进行考核,同时使用问卷调查学生对教学方法的满意程度,采用SPSS 17.0 对两组结果行t 检验及χ2检验。 结果 在专业理论知识考核方面,实验组平均成绩优于对照组[ (89.08±3.60)vs(79.09±7.75), t=5.707; P=0.03 ];实验组中认为教学方法 “有助于理解神经病学诊疗思路”和“有利于理论联系实际”的人数明显高于对照组,差异均有统计学意义[22 vs14, χ2=4.615; P=0.032; 21 vs13, χ2=4.191; P=0.041]。 结论 在神经病学临床教学中,基于循证医学PICOS模式的TBL法的教学效果明显优于常规TBL教学法。
英文摘要:
      Objective To explore the effect of TBL based on evidence-based medicine PICOS model in practice teaching of neurology. Methods Totally 59 medical undergraduates in our department were chosen and randomly divided into 2 groups during March 2016 to April 2016. 24 students in the trial group were taught with TBL based on PICOS, while other 23 students in the control group were taught with conventional TBL method.After three times clinical practices, the test refer to disease pathogenesis, clinical manifestations, auxiliary examinations, diagnosis and treatments of related diseases, was performed, meanwhile, questionnaire were distributed to students in order to survey satisfaction of teaching methods. All the results and scores of two groups were compared. Statistical analyzed using t-test and χ2 test with SPSS 17.0 software. Results The score of the theoretical test of trial group was significantly superior to the control group[ (89.08±3.60)vs(79.09±7.75), t=5.707; P=0.03 ]. In the experimental group, the number of students in the trial group who think teaching method "can help understand clinical thinking of neurology" and "can help integrate the theory into clinical practice" is significantly higher than that in the control group[22 vs 14, χ2=4.615; P=0.032; 21 vs13, χ2=4.191; P=0.041]. Conclusion In the clinical teaching of neurology, the TBL based on PICOS model is more effective than conventional TBL method o for medical undergraduates.
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