Impact of evidence-based learning method on medical education: an overview of systematic reviews_Chinese Journal of Evidence-Based Medicine

Authors：

LI Huixian ¹ , SUN Ruike ¹ , LI Tao ^2,3,4 , LI Xiangfeng ⁵ , WANG Yu ¹ , XIE Yuqing ¹ ,  WANG Yanyan ^1,4

1. West China Hospital, Sichuan University/West China School of Nursing, Sichuan University, Chengdu 610041, P. R. China;
2. Department of Anesthesiology, West China Hospital, Sichuan University, Chengdu 610041, P. R. China;
3. Laboratory of Mitochondrial Metabolism and Perioperative Medicine, National-Local Joint Engineering Research Centre of Translational Medicine of Anesthesiology, West China Hospital, Sichuan University, Chengdu 610041, P. R. China;
4. Department of Science and Technology, West China Hospital, Sichuan University, Chengdu 610041, P. R. China;
5. National Engineering Research Centre for Biomaterials, Sichuan University/College of Biomedical Engineering, Sichuan University, Chengdu 610064, P. R. China;

Corresponding author：

WANG Yanyan, Email: kittyanwang520@scu.edu.cn

Keywords：

Evidence-based learning; Teaching method; Medical education; Overview of systematic reviews

DOI：

10.7507/1672-2531.202405192

Video：

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Objective To conduct an overview of systematic reviews on the impact of evidence-based learning (EBL) method on medical education. Methods The CNKI, WanFang Data, VIP, CBM, PubMed, Embase, Cochrane Library, and Web of Science databases were electronically searched to collect the relevant systematic reviews or meta-analyses of the application of EBL method in medical education from inception to May, 2024. Two researchers conducted the literature screening and data extraction independently. The AMSTAR 2, ROBIS tool, PRISMA 2020, and GRADE system were separately used to evaluate the methodological quality, the risk of bias, the quality of reporting, and the quality of evidence of included studies. Results A total of 16 systematic reviews/meta-analyses were included. The methodological quality evaluation by AMSTAR 2 showed that the quality level of 16 studies was very low. The results of ROBIS tool showed that 1 study was low risk of bias and 15 studies were high risk of bias. The GRADE evaluation of the evidence quality for 36 outcome indicators in the included studies revealed that 6 were of moderate quality, 12 were of low quality, and the rest were of very low quality. Conclusion EBL method has demonstrated significant effects in improving theoretical performance, practical skills, and critical thinking abilities among medical students. However, the methodological and evidence quality of the current systematic reviews/meta-analyses are low.

Citation： LI Huixian, SUN Ruike, LI Tao, LI Xiangfeng, WANG Yu, XIE Yuqing, WANG Yanyan. Impact of evidence-based learning method on medical education: an overview of systematic reviews. Chinese Journal of Evidence-Based Medicine, 2024, 24(8): 926-933. doi: 10.7507/1672-2531.202405192 Copy

1.	Sackett DL, Rosenberg WM, Gray JA, et al. Evidence based medicine: what it is and what it isn't. BMJ, 1996, 312(7023): 71-72.
2.	Harden M, Laidlaw R. Essential skills for a medical teacher. An introduction to teaching and learning in medicine, 2ed. 2020.
3.	李心钰, 吴彩琴, 周洁, 等. 基于循证护理理念的基础护理学教学方案的应用. 中医教育, 2024, 43(1): 109-115.
4.	魏成群, 高展, 薛睿, 等. MDT联合EBL-CBL教学法在全科医学教学中的实践与应用. 中国继续医学教育, 2023, 15(11): 70-74.
5.	周海燕, 董珍珍, 王群, 等. EBM联合CPC在《中医全科医学概论》教学中的应用. 新疆中医药, 2024, 42(2): 36-38.
6.	梁珉, 李雪, 周自恒. 循证医学联合TBL教学法在牙周病教学中的应用效果. 继续医学教育, 2023, 37(12): 49-52.
7.	赵一璠, 徐雯, 李萌萌. 循证医学教育在临床麻醉教学中的应用价值. 中国继续医学教育, 2024, 16(9): 195-198.
8.	陈静华, 郁志伟, 蒋红娟. 循证护理结合案例教学法在儿科护理教学中的应用. 中国继续医学教育, 2023, 15(18): 36-40.
9.	陈妮, 张文, 邢周雄, 等. CBL联合EBM在重症医学科临床教学中的应用价值. 中国继续医学教育, 2023, 15(10): 82-85.
10.	Page MJ, Moher D, Bossuyt PM, et al. PRISMA 2020 explanation and elaboration: updated guidance and exemplars for reporting systematic reviews. BMJ, 2021, 372: n160.
11.	陶欢, 杨乐天, 平安, 等. 随机或非随机防治性研究系统评价的质量评价工具AMSTAR 2解读. 中国循证医学杂志, 2018, 18(1): 101-108.
12.	葛龙, 潘蓓, 潘佳雪, 等. 解读AMSTAR-2—基于随机和(或)非随机对照试验系统评价的质量评价工具. 中国药物评价, 2017, 34(5): 334-338.
13.	吴琼芳, 丁泓帆, 邓围, 等. ROBIS: 评估系统评价偏倚风险的新工具. 中国循证医学杂志, 2015, 15(12): 1454-1457.
14.	丁泓帆, 吴琼芳, 杨楠, 等. 评估系统评价偏倚风险的ROBISIS工具实例解读. 中国循证医学杂志, 2016, 16(1): 115-121.
15.	高亚, 刘明, 杨珂璐, 等. 系统评价报告规范: PRISMA 2020与PRISMA 2009的对比分析与实例解读. 中国循证医学杂志, 2021, 21(5): 606-616.
16.	Atkins D, Best D, Briss PA, et al. Grading quality of evidence and strength of recommendations. BMJ, 2004, 328(7454): 1490.
17.	Guyatt G, Oxman A, Vist G, et al. GRADE指南: Ⅳ. 证据质量分级—研究的局限性(偏倚风险). 中国循证医学杂志, 2011, 11(4): 456-463.
18.	Guyatt G, Oxman A, Kunz R, et al. GRADE指南: Ⅶ. 证据质量评价—不一致性. 中国循证医学杂志, 2011, 11(12): 1444-1451.
19.	Guyatt G, Oxman A, Kunz R, et al. GRADE指南: Ⅷ. 证据质量评价—间接性. 中国循证医学杂志, 2011, 11(12): 1452-1458.
20.	Guyatt G, Oxman A, Kunz R, et al. GRADE指南: Ⅵ. 证据质量评价—不精确性(随机误差). 中国循证医学杂志, 2011, 11(12): 1435-1443.
21.	Guyatt G, Oxman A, Montori V, et al. GRADE指南: Ⅴ. 证据质量评价—发表偏倚. 中国循证医学杂志, 2011, 11(12): 1430-1434.
22.	曾宪涛, 冷卫东, 李胜, 等. 如何正确理解及使用GRADE系统. 中国循证医学杂志, 2011, 11(9): 985-990.
23.	Flores-Mateo G, Argimon JM. Evidence based practice in postgraduate healthcare education: a systematic review. BMC Health Serv Res, 2007, 7: 119.
24.	高维杰, 靳英辉, 孙玫. 循证护理教学法对护生学习效果影响的Meta分析. 护理研究, 2010, 24(34): 3179-3183.
25.	郭盈, 孔令娜. 循证护理教学法教学效果的Meta分析. 中国实用护理杂志, 2010, (9A): 3.
26.	单亚维, 苏春香, 郝玉芳. 循证护理教学法培养护生评判性思维效果的系统评价. 护理学杂志, 2013, 28(15): 11-13.
27.	王志强, 张建华, 杨建宝, 等. 循证医学教学法对医学生临床实习中理论和实践成绩的影响. 卫生职业教育, 2013, 31(11): 91-93.
28.	谭晶晶, 程丽楠, 金英花. 循证护理教学法对护生教学效果的Meta分析. 延边大学医学学报, 2015, 38(3): 207-209.
29.	唐寒梅, 高迪, 达哇卓玛, 等. 循证医学模式对医学本科生临床实践教学效果的Meta分析. 中国高等医学教育, 2016, (6): 92-93.
30.	李瑞, 秦丽岩, 姚华, 等. 循证医学模式在医学研究生教学中应用效果的Meta分析. 卫生职业教育, 2017, 35(18): 62-64.
31.	李瑞, 秦丽岩, 姚华, 等. PBL结合循证医学理念在临床护理教学中应用效果的Meta分析. 继续医学教育, 2017, 31(9): 41-42.
32.	Cui C, Li Y, Geng D, et al. The effectiveness of evidence-based nursing on development of nursing students' critical thinking: a meta-analysis. Nurse Educ Today, 2018, 65: 46-53.
33.	常玉雪, 王倩, 陈之源, 等. 循证医学教学模式在医学生中应用效果的meta分析. 医学教育研究与实践, 2019, 27(4): 673-678.
34.	蒋佳志, 毕娅琼, 黄静宇, 等. 结合循证医学思维的PBL教学模式在研究生教育教学中应用的Meta分析. 中国循证心血管医学杂志, 2019, 11(8): 919-923.
35.	李洪秋, 赵忠海, 丁晓伟, 等. 循证医学理念在我国临床实践教学中应用效果的Meta分析. 沈阳医学院学报, 2019, 21(2): 188-192.
36.	杨洋, 刘芳, 刘磊. EBM结合PBL教学法在我国临床教学中应用效果的Meta分析. 中国循证医学杂志, 2020, 20(8): 962-968.
37.	刘克坚, 曾华钰琪, 冯玉飞. PBL联合EBL教学法在本科临床教学中应用效果的Meta分析. 新疆医学, 2023, 53(9): 1076-1079, 1087.
38.	Bello JO, Grant P. A systematic review of the effectiveness of journal clubs in undergraduate medicine. Can Med Educ J, 2023, 14(4): 35-46.
39.	Challa KT, Sayed A, Acharya Y. Modern techniques of teaching and learning in medical education: a descriptive literature review. MedEdPublish (2016), 2021, 10: 18.
40.	王策. 3D打印、PBL与EBL教学在骨科教学中的应用. 中国继续医学教育, 2021, 13(32): 27-30.

1. Sackett DL, Rosenberg WM, Gray JA, et al. Evidence based medicine: what it is and what it isn't. BMJ, 1996, 312(7023): 71-72.
2. Harden M, Laidlaw R. Essential skills for a medical teacher. An introduction to teaching and learning in medicine, 2ed. 2020.
3. 李心钰, 吴彩琴, 周洁, 等. 基于循证护理理念的基础护理学教学方案的应用. 中医教育, 2024, 43(1): 109-115.
4. 魏成群, 高展, 薛睿, 等. MDT联合EBL-CBL教学法在全科医学教学中的实践与应用. 中国继续医学教育, 2023, 15(11): 70-74.
5. 周海燕, 董珍珍, 王群, 等. EBM联合CPC在《中医全科医学概论》教学中的应用. 新疆中医药, 2024, 42(2): 36-38.
6. 梁珉, 李雪, 周自恒. 循证医学联合TBL教学法在牙周病教学中的应用效果. 继续医学教育, 2023, 37(12): 49-52.
7. 赵一璠, 徐雯, 李萌萌. 循证医学教育在临床麻醉教学中的应用价值. 中国继续医学教育, 2024, 16(9): 195-198.
8. 陈静华, 郁志伟, 蒋红娟. 循证护理结合案例教学法在儿科护理教学中的应用. 中国继续医学教育, 2023, 15(18): 36-40.
9. 陈妮, 张文, 邢周雄, 等. CBL联合EBM在重症医学科临床教学中的应用价值. 中国继续医学教育, 2023, 15(10): 82-85.
10. Page MJ, Moher D, Bossuyt PM, et al. PRISMA 2020 explanation and elaboration: updated guidance and exemplars for reporting systematic reviews. BMJ, 2021, 372: n160.
11. 陶欢, 杨乐天, 平安, 等. 随机或非随机防治性研究系统评价的质量评价工具AMSTAR 2解读. 中国循证医学杂志, 2018, 18(1): 101-108.
12. 葛龙, 潘蓓, 潘佳雪, 等. 解读AMSTAR-2—基于随机和(或)非随机对照试验系统评价的质量评价工具. 中国药物评价, 2017, 34(5): 334-338.
13. 吴琼芳, 丁泓帆, 邓围, 等. ROBIS: 评估系统评价偏倚风险的新工具. 中国循证医学杂志, 2015, 15(12): 1454-1457.
14. 丁泓帆, 吴琼芳, 杨楠, 等. 评估系统评价偏倚风险的ROBISIS工具实例解读. 中国循证医学杂志, 2016, 16(1): 115-121.
15. 高亚, 刘明, 杨珂璐, 等. 系统评价报告规范: PRISMA 2020与PRISMA 2009的对比分析与实例解读. 中国循证医学杂志, 2021, 21(5): 606-616.
16. Atkins D, Best D, Briss PA, et al. Grading quality of evidence and strength of recommendations. BMJ, 2004, 328(7454): 1490.
17. Guyatt G, Oxman A, Vist G, et al. GRADE指南: Ⅳ. 证据质量分级—研究的局限性(偏倚风险). 中国循证医学杂志, 2011, 11(4): 456-463.
18. Guyatt G, Oxman A, Kunz R, et al. GRADE指南: Ⅶ. 证据质量评价—不一致性. 中国循证医学杂志, 2011, 11(12): 1444-1451.
19. Guyatt G, Oxman A, Kunz R, et al. GRADE指南: Ⅷ. 证据质量评价—间接性. 中国循证医学杂志, 2011, 11(12): 1452-1458.
20. Guyatt G, Oxman A, Kunz R, et al. GRADE指南: Ⅵ. 证据质量评价—不精确性(随机误差). 中国循证医学杂志, 2011, 11(12): 1435-1443.
21. Guyatt G, Oxman A, Montori V, et al. GRADE指南: Ⅴ. 证据质量评价—发表偏倚. 中国循证医学杂志, 2011, 11(12): 1430-1434.
22. 曾宪涛, 冷卫东, 李胜, 等. 如何正确理解及使用GRADE系统. 中国循证医学杂志, 2011, 11(9): 985-990.
23. Flores-Mateo G, Argimon JM. Evidence based practice in postgraduate healthcare education: a systematic review. BMC Health Serv Res, 2007, 7: 119.
24. 高维杰, 靳英辉, 孙玫. 循证护理教学法对护生学习效果影响的Meta分析. 护理研究, 2010, 24(34): 3179-3183.
25. 郭盈, 孔令娜. 循证护理教学法教学效果的Meta分析. 中国实用护理杂志, 2010, (9A): 3.
26. 单亚维, 苏春香, 郝玉芳. 循证护理教学法培养护生评判性思维效果的系统评价. 护理学杂志, 2013, 28(15): 11-13.
27. 王志强, 张建华, 杨建宝, 等. 循证医学教学法对医学生临床实习中理论和实践成绩的影响. 卫生职业教育, 2013, 31(11): 91-93.
28. 谭晶晶, 程丽楠, 金英花. 循证护理教学法对护生教学效果的Meta分析. 延边大学医学学报, 2015, 38(3): 207-209.
29. 唐寒梅, 高迪, 达哇卓玛, 等. 循证医学模式对医学本科生临床实践教学效果的Meta分析. 中国高等医学教育, 2016, (6): 92-93.
30. 李瑞, 秦丽岩, 姚华, 等. 循证医学模式在医学研究生教学中应用效果的Meta分析. 卫生职业教育, 2017, 35(18): 62-64.
31. 李瑞, 秦丽岩, 姚华, 等. PBL结合循证医学理念在临床护理教学中应用效果的Meta分析. 继续医学教育, 2017, 31(9): 41-42.
32. Cui C, Li Y, Geng D, et al. The effectiveness of evidence-based nursing on development of nursing students' critical thinking: a meta-analysis. Nurse Educ Today, 2018, 65: 46-53.
33. 常玉雪, 王倩, 陈之源, 等. 循证医学教学模式在医学生中应用效果的meta分析. 医学教育研究与实践, 2019, 27(4): 673-678.
34. 蒋佳志, 毕娅琼, 黄静宇, 等. 结合循证医学思维的PBL教学模式在研究生教育教学中应用的Meta分析. 中国循证心血管医学杂志, 2019, 11(8): 919-923.
35. 李洪秋, 赵忠海, 丁晓伟, 等. 循证医学理念在我国临床实践教学中应用效果的Meta分析. 沈阳医学院学报, 2019, 21(2): 188-192.
36. 杨洋, 刘芳, 刘磊. EBM结合PBL教学法在我国临床教学中应用效果的Meta分析. 中国循证医学杂志, 2020, 20(8): 962-968.
37. 刘克坚, 曾华钰琪, 冯玉飞. PBL联合EBL教学法在本科临床教学中应用效果的Meta分析. 新疆医学, 2023, 53(9): 1076-1079, 1087.
38. Bello JO, Grant P. A systematic review of the effectiveness of journal clubs in undergraduate medicine. Can Med Educ J, 2023, 14(4): 35-46.
39. Challa KT, Sayed A, Acharya Y. Modern techniques of teaching and learning in medical education: a descriptive literature review. MedEdPublish (2016), 2021, 10: 18.
40. 王策. 3D打印、PBL与EBL教学在骨科教学中的应用. 中国继续医学教育, 2021, 13(32): 27-30.

Chinese Journal of Evidence-Based Medicine

Impact of evidence-based learning method on medical education: an overview of systematic reviews

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