中华医学教育杂志

中华医学教育杂志 ›› 2017, Vol. 37 ›› Issue (4): 607-610.DOI: 10.3760/cma.j.issn.1673-677X.2017.04.028

• 住院医师培训 • 上一篇    下一篇

住院医师规范化培训中融入循证医学方法学的训练效果

武有志, 王元明, 常明亮, 王秋红, 韩宏勇   

  1. 032200 山西医科大学汾阳学院临床医学系(武有志、王元明、常明亮);
    032200 山西省汾阳医院教学科(王秋红),泌尿外科(韩宏勇)
  • 出版日期:2017-04-01 发布日期:2020-12-09
  • 通讯作者: 武有志, Email:wuyouzhi99@163.com

Investigation and analysis of the training effect of evidence-based medical (EBM)methodologies in resident standardized training

Wu Youzhi,Wang Yuanming,Chang Mingliang, Wang Qiuhong, Han Hongyong   

  1. Department of Clinical Medicine,Fenyang College, Shanxi Medical University, Fenyang 032200, China(Wu YZ, Wang YM, Chang ML);
    Education Administration Office,Fengyang Hospital of Shanxi Province, Fenyang 032200, China(Wang QH) ;
    Department of Urinary Surgery, Fengyang Hospital of Shanxi Province, Fenyang 032200, China(Han HY)
  • Online:2017-04-01 Published:2020-12-09
  • Contact: Wu Youzhi, Email:wuyouzhi99@163.com

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摘要： 目的 探讨在住院医师规范化培训教学中融入循证医学方法学的训练效果。方法 采用计算机随机法将山西省汾阳医院71名学员分为实验组和对照组,实验组37名学员,对照组34名学员。实验组在实施传统教学的同时增加循证医学方法学的培训,对照组采用传统教学。培训11个月后,使用医院内网络平台,以匿名问卷调查的方式了解两组学员对教学效果的评价,对调查结果进行统计分析。结果 培训前两组学员在是否了解循证医学、是否参加过科研工作、是否书写或发表过科研文章、是否经常阅读专业指南、是否使用在线中文数据库、是否使用外文数据库等基本情况方面,其差异均无统计学意义(均P>0.05)。而经过培训后,实验组学员在学习积极性、学习兴趣、临床工作参与度、分析问题能力、自学能力、信息获取能力、选择文献资料能力等方面的提高程度要优于对照组学员,其差异均具有统计学意义(均P<0.05),而在理论与临床的结合、团队协作能力提高方面,两组学员的差异均无统计学意义(均P>0.05)。结论 在住院医师规范化培训中融入循证医学方法学训练,有利于提高学员的学习积极性、学习兴趣、临床工作参与度、分析问题能力、自学能力、信息获取能力和选择文献资料能力,但比传统教学费时、费力,具体的实施方法有待进一步改进。

关键词: 循证医学, 住院医师规范化培训, 调查

Abstract: Objectives To explore the effect of using evidence-based medical(EBM)methodologies in resident standardized training.Methods Senventy-six residents who participated in the resident standardied training at Fengyang Hospital of Shanxi Province were randomly divided into experimental group and control group by computer. Using traditional teaching in control group and increase the training of evidence-based medicine methodology in experimental group. After 11 months training, anonymous questionnaire survey on the teaching outcomes was conducted through the internal network platform of the hospital. Finally questionnaires were collected from the experimental group (n=37)and the control group(n=34).Results There was no statistical difference(P>0.05) between the two groups in the knowledge of EBM, their involvement experience in scientific research work, publishing scientific research papers, reading professional manuals, using of online Chinese and foreign database, etc. Compared with control group, the experimental group performed better in learning enthusiasm, learning interest, working interest, problem analysis abilities, self-learning abilities, information acquisition abilities, abilities in choosing literatures, etc,and there were statistical difference(all P<0.05). However, there was no statistical difference in the combination between theories and clinical practices and in team collaboration(P>0.05).Conclusions EBM methodologies using in resident standardized training is helpful to raise the enthusiasm and learning interest and to improve self-learning abilities, information acquisition abilities and abilities in choosing literatures, etc. However, it takes more time and energy than traditional teaching and need to be further improvement.

Key words: Evidence-based medicine, Resident standardized training, Investigation