运用循证医学原理和方法分析以问题为基础学习的教学效果  

According to the theory and method of evidence-based medicine to analysis the teaching result of problem-based learning

作　　者：孟黎[1] 曾诚[2] 李晓松[2] 邓洪[2] 万学红[2] 

机构地区：[1]四川大学高等教育学专业2004级硕士研究生班,成都610041 [2]四川大学医学教育研究与发展中心

出　　处：《中华医学教育杂志》2007年第2期12-14,共3页Chinese Journal of Medical Education

基　　金：美国中华医学基金会资助项目（00-721）

摘　　要：经过近30年的不断发展，以问题为基础学习（problem-based learning，简称PBL）的教学已经成为当今世界医学教育教学模式改革的主要流派之一，目前国内外已经公开发表的各种有关PBL的定性研究、定量研究文章数千余篇，但是尚未对PBL的教学效果形成公认的结论。循证医学是一种新兴的方法学，以最新、最佳的科研结果为基础，科学评价已有的研究结果。本文应用循证医学中的Meta分析对PBL教学效果的定量研究资料，进行了客观、全面和综合的分析。Through 30 years＇ development, problem-based learning （PBL） has become one of the main streams of modem medical reform. Until now thousands of papers have been published in China as well as abroad about PBL, focusing both on quality research and quantity research. However, the people have not recognized the conclusion of the teaching impact. Evidence-based medicine is a new methodology, which is based on the latest scientific research result. It is a methodology that evaluates the clinical medicine literature through statistics. This paper uses Meta analysis of the evidence-based medicine, combining with the currently available PBL quantity research materials to research the teaching impact of PBL objectively and comprehensively.

关 键 词：以问题为基础的学习 META分析 循证医学 教学效果 

分 类 号：G642[文化科学—高等教育学] R-4[文化科学—教育学]