Application effect of blended teaching method in evidence-based medicine course for graduate students
LIU Yingli1,2 LI Zhixia3 LIU Yang4 YU Shuqing5 LI Man1,2 SUN Feng5,6
1.Teaching and Research Section of Epidemiology and Health Statistics, School of Public Health, Hebei Medical University, Hebei Province, Shijiazhuang 050017, China;
2.Hebei Province Key Laboratory of Environment and Human Health, Hebei Province, Shijiazhuang 050017, China;
3.Department of Education, Peking University Health Science Center, Beijing 100191, China;
4.Institute of Reproductive Health, Peking University, Beijing 100191, China; 5.Department of Epidemiology and Health Statistics, Peking University School of Public Health, Beijing 100191, China; 6.Evidence Based Medicine Center, Peking University, Beijing 100191, China
Abstract：Objective To explore the application effect of blended teaching method in evidence-based medicine (EBM) for graduate students. Methods A total of 22 graduate students enrolled in the first semester of the academic year 2019-2020 (from September 2019 to November 2019) and signed to the course Evidence Synthesis and Application in Medicine：Advanced Meta-analysis of Peking University Health Science Center were selected as the research subjects. The blended teaching method was consisted of traditional classroom teaching, WeChat question-answering and offline consultation. Questionnaire survey was used to evaluate the teaching effect of knowledge, skills, learning attitude and application after class. Results Compared with before class, students’ understanding of EBM related concepts of “absolute risk”, “odds ratio” and “heterogeneity” was improved after class, and the differences were statistically significant (all P ＜ 0.05). Before and after class, there were no significant differences in literature retrieval ability, average monthly literature reading and retrieval cases (P ＞ 0.05). Compared with before class, after class, students showed significant improvement in three aspects: “In daily clinical work, doctors need to increase the use of medical evidence”, “You are interested in the learning and skills of applying EBM to clinical practice” and “EBM is helpful for you to make clinical decisions”, and the differences were statistically significant (all P ＜ 0.05). The result of barriers to implementing EBM practices showed that 65.22% of the students thought that they did not have enough time, and 69.57% of the students thought that their ability to strictly evaluate the literature was limited. Conclusion The blended teaching method, which combines traditional classroom teaching, WeChat question-answering and offline consultation, improves the teaching effect of EBM. It is suggested that it should be promoted and used in future teaching work.
刘英丽1，2 李志霞3 刘扬4 于树青5 李曼1，2 孙凤5，6. 混合式教学法在研究生循证医学课程中的应用效果[J]. 中国医药导报, 2021, 18(10): 51-54,62.
LIU Yingli1,2 LI Zhixia3 LIU Yang4 YU Shuqing5 LI Man1,2 SUN Feng5,6. Application effect of blended teaching method in evidence-based medicine course for graduate students. 中国医药导报, 2021, 18(10): 51-54,62.
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