上海交通大学学报（医学版）

›› 2010, Vol. 30 ›› Issue (8): 995-.doi: 10.3969/j.issn.1674-8115.2010.08.030

• 论著（教学管理） • 上一篇    下一篇

在本科生与硕士研究生中实施循证医学教学的比较研究

张 静1, 仇玉兰1, 穆永成2   

  1. 1.上海交通大学 公共卫生学院, 上海 200025；2.上海四平社区卫生服务中心, 上海 200092
  • 出版日期:2010-08-25 发布日期:2010-08-27
  • 通讯作者: 仇玉兰, 电子信箱: qylan@sjtu.edu.cn。
  • 作者简介:张 静（1977—）, 女, 讲师, 硕士；电子信箱: pigmami@sjtu.edu.cn。
  • 基金资助:

    上海市教委科研创新项目(09YS113)

Comparison of evidence-based medicine education between postgraduates and undergraduates

ZHANG Jing1, QIU Yu-lan1, MU Yong-cheng2   

  1. 1.School of Public Health, Shanghai Jiaotong University, Shanghai 200025, China；2.Shanghai Siping Community Health Service Center, Shanghai 200092, China
  • Online:2010-08-25 Published:2010-08-27
  • Supported by:

    Innovation Program of Shanghai Education Committee, 09YS113

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摘要：

目的 明确在本科生和硕士研究生循证医学教学中应该实施的不同教学重点和培养目标。方法 选择上海交通大学医学院2008年度选修循证医学课程的硕士研究生（151名）和本科生（55名），采用问卷调查方法，从其对循证医学知晓、态度、实践及其难点四个方面进行调查。结果 对循证医学的知晓和实践难点调查显示本科生和硕士研究生间差异无统计学意义，两者均对循证医学的了解程度较低并且均认为实践有困难；但两者在对循证医学态度及实践现状方面差异有统计学意义（P<0.05），硕士研究生对循证医学反映出较高的兴趣和学习需要性。结论 循证医学的教育应该分阶段、循序渐进地进行，各阶段教学重点应有所区别。

关键词: 循证医学, 教育模式, 医学教育

Abstract:

Objective To determine the different teaching key points and aim of evidence-based medicine education for postgraduates or undergraduates. Methods One hundred and fifty-one postgraduates and 55 undergraduates taking evidence-based medicine elective course were surveyed with questionnaires, which included four aspects of knowledge, attitudes, practice and barriers to evidence-based medicine. Results Both postgraduates and undergraduates had less knowledge of evidence-based medicine and agreed that it was difficult to practice evidence-based medicine, and there was no significant difference in these two aspects between them. However, there were significant differences in the aspects of attitudes and barriers to evidence-based medicine between postgraduates and undergraduates (P<0.05), and postgraduates held more interests, and more postgraduates thought it necessary to learn evidence-based medicine course. Conclusion Evidence-based medicine education should progress with different teaching key points at each stage.

Key words: evidence-based medicine, educational mode, medical education