布鲁姆教育目标分类理论在本科生《循证医学》教学中的应用效果  

The effect of applying Bloom’s taxonomy theory of education in the teaching of evidence-based medicine curriculum for undergraduates

作　　者：王云云 袁帅 王宇 李柄辉[1,2,3] 方程 张圆圆 黄娇[1,2,3] 曾宪涛 WANG Yunyun;YUAN Shuai;WANG Yu;LI Binghui;FANG Cheng;ZHANG Yuanyuan;HUANG Jiao;ZENG Xiantao(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》2024年第10期1183-1190,共8页New Medicine

基　　金：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);武汉大学本科教育质量建设综合改革项目。

摘　　要：目的探讨布鲁姆教育目标分类理论在《循证医学》教学中的应用效果。方法以武汉大学第二临床学院2019级临床医学(5、5+3)、基础医学专业的本科生为研究对象,实施布鲁姆教育目标教学法,在课程前后采用自制问卷对其相关知识内容掌握程度、态度转变及课程满意度进行调查。结果75位学生参与研究,课程后学生对循证医学、Meta分析、试验设计等相关知识认识的正确率为54.67%~100.00%,均较课程前显著提高,差异有统计学意义(P<0.05)。课程后大多数学生认可循证医学对改善临床医疗质量及患者结局(84.00%)、对其批判性思维能力(98.66%)和自主学习能力(96.00%)提升的积极作用,更加愿意通过多途径学习循证医学相关知识和技能(93.33%),与课程前差异均具有统计学意义(P<0.05)。学生对课程的教学内容(93.33%)、讲授方法(85.33%)、教学资源(86.67%)、评价方式(89.33%)的满意度均较高。结论布鲁姆教育目标教学法可有效改善学生对循证医学相关知识的辩证性认识,提高其批判性思维能力和自主学习能力,教学满意度较高,具有一定的推广应用价值。Objective Exploring the application effect of Bloom's taxonomy theory of education in the teaching of evidence-based medicine curriculum.Methods Undergraduate students majoring in clinical medicine(5,5+3)and basic medicine at the Second School of Clinical Medicine of Wuhan University in 2019 were selected as the research subjects.The Bloom's taxonomy of educational objectives was implemented,and a self-made questionnaire was used to investigate their mastery of relevant knowledge content,changes in attitudes,and course satisfaction.Results 75 students were included in the study.After the course,the correct rate of students'understanding of evidence-based medicine,Meta-analysis,experimental design,and other related knowledge ranged from 54.67%to 100.00%,all were significantly higher than those before the course,and the differences before and after the course were statistically significant(P<0.05).After the course,most students recognized the positive role of evidence-based medicine in improving clinical medical quality and patient outcomes(84.00%),improving their critical thinking ability(98.66%),and autonomous learning ability(96.00%),and were more willing to learn evidence-based medicine related knowledge and skills through multiple channels(93.33%),showing significant differences compared with those before the course(P<0.05).Most students have high satisfaction with the teaching content(93.33%),teaching methods(85.33%),teaching resources(86.67%),and evaluation methods(89.33%)of the course.Conclusions Bloom's educational goal teaching method can effectively improve students'dialectical understanding of related knowledge of evidence-based medicine,improve their abilities of critical thinking and self-learning,and obtain high teaching satisfaction,showing relatively high application value.

关 键 词：布鲁姆教育目标分类 循证医学 教学改革 应用效果 教学满意度 

分 类 号：G427[文化科学—课程与教学论]