Objective To explore the current status and changing trends of the disease burden of traumatic brain injury (TBI) in China from 1990 to 2023, and to quantitatively assess the impact of different influencing factors on this disease burden, thereby providing references for the prevention of TBI. Methods Based on the 2023 Global Burden of Disease (GBD) study, indicators including incidence and years lived with disability (YLDs) were used to analyze the status and changing trends of TBI disease burden in China from 1990 to 2023. Additionally, the decomposition method established by Gupta was adopted to quantify the effects of population growth, population aging, age-specific incidence rate, and disease severity on YLDs. ResultsFrom 1990 to 2023, the age-standardized incidence rate and YLD rate of TBI in China showed an overall upward trend, with a significant downward trend between 2015 and 2020, followed by a resumption of upward trend after 2020. The disease burden of TBI in males was higher than that in females, with a larger increase amplitude. The elderly population had higher TBI incidence rate and YLD rate, also with a larger upward amplitude. Falls were the main cause of TBI in China, and the changing trend of the disease burden caused by falls was consistent with the overall trend of TBI disease burden; meanwhile, the elderly population bore a relatively high disease burden from falls. Taking 1990 as the baseline, the growth rates of YLDs in males and females in 2023 were 101.54% and 101.40%, respectively. For males, the proportions of YLDs growth attributed to population growth, population aging, age-specific incidence rate, and disease severity were 26.91%, 49.62%, 37.74%, and －12.73%, respectively; for females, the corresponding proportions were 28.85%, 57.69%, 27.65%, and －12.79%. ConclusionFrom 1990 to 2023, population aging had a significant impact on the disease burden of TBI in China. Strengthening the prevention and control of falls and paying close attention to males and the elderly population should be the key focuses of TBI prevention and control work in China in the future.
Objective To investigate the effect of problem-based learning (PBL) used in the course of evidencebasedmedicine.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.
ObjectivesTo assess the effectiveness of BOPPPS method in teaching of evidence-based medicine for undergraduates.MethodsTwo classes from the first and second clinical medical college of Lanzhou University were randomly selected as BOPPPS group and traditional teaching group, respectively. The examination scores and questionnaire were used in combination to evaluate the teaching effectiveness. EpiData 3.1 software was used for data entry. SPSS 23.0 software was used for statistical analysis.ResultsA total of 25 students were in BOPPPS group and 26 in traditional teaching group. Baseline characteristics such as gender, age, participation in scientific researches, publication of articles were balanced between two groups. The score of the BOPPPS group was higher than that of the traditional teaching group, and there was a significant difference between two groups in evidence searching, evidence evaluation and total score (P<0.05). Compared with traditional teaching group, more students from BOPPPS group deem that study interest, learning initiative, problem analysis and solving capability, self-study capability, communication between teachers and students, information acquisition capability, information analysis and utilization capability, speech capability and so on are improved, and there was a significant difference between the two groups (P<0.05).ConclusionsThe BOPPPS teaching mode is beneficial for undergraduates to improve innovative and practical capability, and improve quality and effectiveness of evidence-based medicine teaching.