Objective To investigate the effect of problem-based learning (PBL) used in the course of evidencebased
medicine.
Methods Totally eight classes were randomly assigned to the lecture based learning (LBL) group(n=4) and PBL group (n=4). The examination scores, questionnaire, and seminars were used to evaluate the teaching effectiveness. SPSS 11.5 software was used for statistical analysis.
Results More than 50% of students in each group believed that the teaching method of PBL could activate learning enthusiasm and interest, improve problem analysis and independent study abilities. There were significant differences between the two groups in terms of comprehensive analysis, learning efficiency, digesting the contents of study and strengthening the teacher-student communication, and whether or not to perform PBL teaching. Apart from single choice questions, other types of examination questions and total scores have significant differences.
Conclusions The PBL teaching model can effectively train undergraduateclinical thinking, cultivate the abilities of deconstructing problem, comprehensive analysis, literature retrieval, language expression, exploration innovation; and overall improve the teaching quality of evidence based medicine.
Citation： TIAN Jinhui,LUO Xiaofeng,LI Lin,MA Bin,LIU Yali,YANG Kehu. Application of Problem-based Learning in Evidence-Based Medicine. Chinese Journal of Evidence-Based Medicine, 2009, 09(4): 392-395. doi: 10.7507/1672-2531.20090074 Copy