Design and implementation of evidence-based clinical practice courses for medical undergraduate students during clerkship rotation

doi:10.3760/cma.j.cn115259-20210903-01117

Abstract

Abstract: Evidence-based clinical practice is defined by clinical practice guided by evidence. Strengthening the teaching of evidence-based clinical practice can help medical students to well learn the reasoning logic and to penetrate evidence-based medicine into clinical performance, which may lay a solid foundation for future clinical work. This study focuses on the course of evidence-based clinical practice offered by Peking University Health Science Center for undergraduates from five-year and eight-year programs of clinical medicine duing clerkship rotation. The course design and implementation process are described and the teaching effect is evaluated. The results show that 94.3%(1 522/1 614)of students gain excellent scores. The students are impressed upon the course contents, The teaching of evidence-based clinical practice course effectively integrate evidence-based medicine with clinical practice, and support the application of knowledge of evidence-based medicine in clinical practice. It has also laid a foundation for clinical capacity building.

Key words: Evidence-based medicine, Evidence-based clinical practice, Course, Undergraduate students, Clerkship rotation

CLC Number:

Shi Yanyan, He Xuan, Lu Guisheng, Tao Liyuan, Zhang Hua, Wang Jingchao, Ding Shigang, Zhao Yiming. Design and implementation of evidence-based clinical practice courses for medical undergraduate students during clerkship rotation[J]. Chinese Journal of Medical Education, 2022, 42(4): 305-308.

References

[1] 王家良, 康德英, 许能锋, 等. 循证医学[M]. 3版. 北京: 人民卫生出版社, 2015: 1-11.
[2] Evidence-Based Medicine Working Group. Evidence-based medicine. A new approach to teaching the practice of medicine[J]. JAMA, 1992, 268(17):2420-2425. DOI: 10.1001/jama.1992.03490170092032.
[3] Sackett DL, Rosenberg WM, Gray JA, et al. Evidence based medicine: what it is and what it isn't[J]. BMJ, 1996,312(7023):71-72. DOI: 10.1136/bmj.312.7023.71.
[4] Blackstone EH. Precision medicine versus evidence-based medicine: individual treatment effect versus average treatment effect[J]. Circulation, 2019, 140(15):1236-1238. DOI: 10.1161/CIRCULATIONAHA.119.043014.
[5] 石岩岩, 倪凯文, 曾琳, 等. 充分体现循证医学思想的明智选择——临床共同决策[J].中华医学杂志, 2018, 98(5):387-389. DOI: 10.3760/cma.j.issn.0376-2491.2018.05.018.
[6] Richardson WS. The practice of evidence-based medicine involves the care of whole persons [J]. J Clin Epidemiol, 2017, 84: 18-21. DOI:10.1016/j.jclinepi.2017.02.002.
[7] Djulbegovic B, Guyatt GH. Progress in evidence-based medicine: a quarter century on[J]. Lancet, 2017, 390(10092):415-423. DOI: 10.1016/S0140-6736(16)31592-6.
[8] 袁浩斌. 基于循证方法和Delphi法构建护理本科生临床实践能力客观结构化临床考试考评指标[J]. 护理研究, 2020, 34(17):3011-3016. DOI: 10.12102/j.issn.1009-6493.2020.17.003.
[9] 李洪秋, 赵忠海, 丁晓伟, 等. 循证医学理念在我国临床实践教学中应用效果的Meta分析[J].沈阳医学院学报, 2019, 21(2):188-192. DOI: 10.16753/j.cnki.1008-2344.2019.02.025.
[10] Heneghan C, Mahtani KR, Goldacre B, et al. Evidence based medicine manifesto for better healthcare [J]. BMJ, 2017, 357: j2973. DOI:10.1136/bmj.j2973.
[11] 刘英丽, 李月, 王雨帆, 等. 中外循证医学课程教学模式的现状与启示:系统综述 [J]. 中华流行病学杂志, 2020, 41(12): 2141-2148. DOI:10.3760/cma.j.cn112338-20191127-00838.
[12] 郜文秀, 戴朝福, 夏海月, 等. 循证医学教学对培养医学本科生批判性思维能力效果的研究[J].中国高等医学教育, 2020(2): 73-75. DOI:10.3969/j.issn.1002-1701.2020.02.038.
[13] 詹思延, 吴涛, 南奕, 等. 循证医学教学的短期效果评估[J]. 医学教育, 2005(2): 86-87,90. DOI:10.3760/cma.j.issn.1673-677X.2005.02.033.
[14] 吴红斌, 王维民, 于晨, 等. 我国临床医学专业本科生特征分析[J].中华医学教育杂志, 2021, 41(1):1-5. DOI: 10.3760/cma.j.cn115259-20200328-00446.
[15] Tsou AY, Bulova P, Capone G, et al. Medical care of adults with down syndrome: a clinical guideline[J]. JAMA, 2020, 324(15):1543-1556. DOI: 10.1001/jama.2020.17024.
[16] Haynes RB. Of studies, syntheses, synopses, summaries, and systems: the "5S" evolution of information services for evidence-based healthcare decisions[J]. Evid Based Med, 2006, 11(6):162-164. DOI: 10.1136/ebm.11.6.162-a.
[17] 刘学政. 以胜任能力为导向的转化式医学教育[J].中华医学教育杂志, 2016, 36(2):161-164. DOI: 10.3760/cma.j.issn.1673-677X.2016.02.001.
[18] 付凌雨, 时景璞, 王海龙, 等. 循证医学教学中引入临床专家授课的效果评价 [J]. 中华医学教育杂志, 2014, 34(6): 889-891,938. DOI:10.3760/cma.j.issn.1673-677X.2014.06.028.
[19] 赵一鸣. 用“还原法”读论文、写论文、审稿[J].中华医学杂志, 2009, 89(14):1006-1008. DOI: 10.3760/cma.j.issn.0376-2491.2009.14.022.
[20] 王静, 张冬云, 刘安丽. 医学高职高专教育考查课程考核方式改革措施及影响因素分析[J].中华医学教育杂志, 2016,36(3):477-479. DOI: 10.3760/cma.j.issn.1673-677X.2016.03.041.