Objective Investigate the effectiveness of problem-based learning (PBL) in teaching of evidence-based medicine for undergraduates.Methods Participating students from four of eight classes with major of clinical medicine in Grade 2006 were assigned to the lecture-lased learning (LBL) group (50 students) and the PBL group (46 students), and each group had two classes. The examination scores, questionnaire, and seminars were used in combination to evaluate the teaching effectiveness. SPSS 11.5 software was used for statistical analyses. Results The baseline characteristics were balanced between the two groups because no difference was found in aspects of taking part in literature or information retrieval training, research project, undergraduate starting an undertaking plan and social survey, as well as getting known of evidence-based medicine, clinical epidemiology and PBL. The evaluation results of teaching effectiveness showed that, a) About the examination score, there was a significant difference between the two groups (Plt;0.05); the score of the PBL group was higher than that of the LBL group in aspects of fundamental knowledge, issuing question, retrieving evidence, evaluating evidence, applying evidence and total score; and b) About the attitude towards LML, there was a significant difference between the two groups about whether the LBL was beneficial or not to improve positive study, study interest, participation willingness, aggregate analysis ability, speech ability, self-study ability, information acquisition ability, information analyses and utilization ability, problem analyses and solving ability, combination of theory and clinic, communication between teachers and students, team cooperation and so on; but there was no significant difference between the two groups (Pgt;0.05) in aspects of improving learning efficiency, better understanding theory leader from class, improving writing ability and practicing ability; 97.83% of the students in the PBL group thought that PBL was suitable for themselves which should be introduced into other course teaching; 48.00% of the students in the LBL group thought that the current LBL teaching mode was not suitable for undergraduate, while 28.00% of the students in the LBL group thought that the current teaching mode should get reformed. Conclusion The PBL teaching mode is beneficial for undergraduates to better training clinical thinking, improve the ability of problem construction, aggregate analyses, literature retrieval, language express and exploratory innovation, and fully improve the quality of evidence-based medicine teaching. The PBL teaching method is suitable for teaching of evidence-based medicine for undergraduate medical students.
【摘要】 目的 突破临床药物治疗学的传统教学方式，探索培养药学专业学生分析问题和解决问题能力的途径和方法。 方法 针对临床药物治疗学兼备药理学、诊断学、内科学交叉学科的特点，采用基于问题学习和病案讨论式学习模式进行教学方法的改革与探索。 结果 新的教学模式有助于激发学生的学习兴趣，帮助学生建立正确的临床药物治疗思维，取得良好的教学效果。 结论 新的教学模式优于传统教学模式。【Abstract】 Objective To explore the application of problem based learning (PBL) and case based study (CBS) in clinical pharmacotherapy. Methods The didactics was elaborately designed and the didactic reform was carried out by PBL and CBS, adopting class teaching method focused on problems. Results The new teaching style could vitalize the students’ motivation of learning and help students establish correct clinical therapeutic thoughts. It gained fine didactic effects. Conclusion The new teaching style is superior to the traditional teaching style.