循证医学教学评估工具设计与优化的系统评价  

Systematic review on the design and optimization of teaching evaluation tools for evidence-based medicine

作　　者：王云云 靳英辉 郭毅[1,2,3] 王永博 曾宪涛 Yun-Yun WANG;Ying-Hui JIN;Yi GUO;Yong-Bo WANG;Xian-Tao ZENG(Department of Evidence-Based Medicine and Clinical Epidemiology,Second School of Clinical Medicine,Wuhan University,Wuhan 430071,China;Center for Evidence-Based and Translational Medicine,Zhongnan Hospital of Wuhan University,Wuhan 430071,China;Center for Evidence-Based and Translational Medicine,Wuhan University,Wuhan 430071,China)

机构地区：[1]武汉大学第二临床学院循证医学与临床流行病学教研室,武汉430071 [2]武汉大学中南医院循证与转化医学中心,武汉430071 [3]武汉大学循证与转化医学中心,武汉430071

出　　处：《医学新知》2023年第5期395-408,共14页New Medicine

基　　金：武汉大学医学部教学研究项目(2021063);湖北高校省级教学研究项目(2022016);湖北省教育科学规划重点课题(2021GA001);2022年武汉大学本科教育质量建设综合改革项目。

摘　　要：目的对比、分析近5年内循证医学教学评估工具的特点,为进一步设计与优化课程评价方式提供参考依据。方法计算机检索PubMed、Web of Science、中国生物医学文献数据库、中国知网、万方数据库。检索时限为2018年1月1日至2022年9月16日。分别由2位研究人员筛选文献,提取工具的应用对象、聚焦主题、心理测量学指标、条目内容等,对现有工具进行全面性分析。结果最终纳入16篇文献(涉及14个工具),均具有一定的可靠性。其中,11个工具关注调查对象对循证医学相关知识和(或)技能的掌握水平(条目数在6~24之间),多涉及对循证医学的综合性认知、常用术语的了解程度、关键概念的判断、共享和应用循证实践等,评估标准多采用是非判断、自我评价、反馈内容的客观评估等。7个工具聚焦调查对象对开展循证实践的真实态度(条目数在3~21之间),评估标准多设置主观性意向选项;4个工具了解调查对象对循证实践关键环节的实施频次、时间分配、分享等(条目数在6~18之间),评估标准多为频率程度的主观选择。结论循证医学课程评估可考虑采用相关知识/技能及其态度和行为等问卷作为教学评估辅助工具,但仍需进一步根据授课对象的教学特点及目标,优化条目内容和比重,研发循证医学课程教学过程监测评估工具。Objective To compare and analyze the characteristics of the teaching evaluation tools for evidence-based medicine(EBM)in recent 5 years,so as to provide suggestions for further design and optimization of curriculum evaluation methods.Methods PubMed,Web of Science,Chinese biomedical literature database,CNKI,Wanfang database were searched from January 1,2018 to September 16,2022.Two researchers screened the literature,extracted the objects,focused topics,psychometric indicators,item contents,etc.of the tools,and made a comprehensive analysis of the existing tools.Results 16 articles(involving 14 tools)were finally included,all of which were reliable.Among them,11 tools focus on the mastery level of the respondents'knowledge and(or)skills related to evidence-based medicine(the number of items ranges from 6 to 24),mostly involving the comprehensive cognition of evidence-based medicine,the understanding of common terms,the judgment of key concepts,the sharing and application of evidence-based practice,etc.,and the evaluation criteria are mostly the judgment of right and wrong,self-evaluation,and the objective evaluation of feedback content;7 tools focus on the true attitude of the respondents to the evidence-based practice(the number of items ranges from 3 to 21),and the evaluation criteria are mostly subjective intention options;4 tools are used to understand the implementation frequency,time allocation and sharing of key links of evidence-based practice by the respondents(the number of items ranges from 6 to 18).The evaluation criteria are mostly subjective choices of frequency.Conclusion The questionnaire of knowledge/skills and their attitudes and behaviors can be used as an auxiliary tool in the evaluation of EBM courses.However,it is still necessary to further optimize the content and proportion of items according to the teaching characteristics and goals of the teaching objects,and develop monitoring and evaluation tools for the teaching process of evidence-based medicine curriculum.

关 键 词：循证医学 教学评估 工具 系统评价 

分 类 号：G642.4[文化科学—高等教育学] R-4[文化科学—教育学]