General medical graduates need to write graduation thesis, so how should they write graduation thesis? The following is the graduation thesis of general practice that I share with you, hoping to help you.
[Abstract] Facing the wave of medical education model reform, this study compared the application effect of CBL teaching model and traditional teaching model in evidence-based medicine teaching, in order to provide some basis for medical education. The results show that compared with the traditional teaching group, CBL group can improve the test scores and students' clinical case analysis ability, but the difference between them is not statistically significant. CBL teaching mode is superior to traditional teaching mode in theoretical knowledge, analysis and practical ability of evidence-based medicine.
[Keywords:] competency-based learning; CBL； Teaching mode; evidence-based medicine
CBL (competence-based learning) is a teaching mode with the core of improving students' comprehensive skills and enhancing their post ability [1]. Compared with the traditional teaching mode, which focuses on teaching, teachers and lectures, CBL is based on certain methods and mainly focuses on the skills really mastered after learning [2]. Evidence-based medicine teaching mainly focuses on the following aspects: proposing clinical problems that can be solved, asking for evidence, evaluating and using evidence [3]. The purpose of this study is to explore the application effect of CBL teaching method in evidence-based medicine teaching through the comparative study between CBL and traditional teaching method.
I. Objectives and methods
1. Research object. All undergraduates majoring in clinical medicine in Lanzhou University 1-8 class (20 1 1) were taken as the research objects. 1-4 class is the traditional teaching group (control group), and 5-8 classes are the CBL teaching group (CBL group), with 0/04 students in each group.
2. Teaching methods. The second edition of Evidence-based Medicine edited by Yang (People's Health Publishing House, 20 13) was used by the same teacher in both groups, and the teaching time was 28 hours from September 20 14 to September 20 1 1 year. In the CBL group, in the pre-class preparation stage, teachers determine the key and difficult points of the course according to the syllabus to prepare lessons and make exercise books, and students in each class are free to group, with 6-8 people in each group; The classroom implementation stage consists of 10 minutes of "micro-classroom" to ask clinical practical questions, 10 minutes of problem-based literature reading, 10 minutes of group discussion, 5 minutes of group report and finally the teacher's summary feedback stage; In the consolidation stage after class, students work together to complete the workbook, solve the problems in the workbook through teamwork, and improve their ability to solve practical problems. Teachers in the control group prepare lessons carefully according to the general teaching methods and syllabus, use multimedia courseware to teach, and use the classic system to mark papers. The classroom is dominated by teachers' lectures and students' participation, and the key points and difficulties in the teaching process are prominent.
3. Assessment and feedback. Including theoretical examination, medical record analysis and questionnaire survey. The medical record analysis is solved by team members, and the examination and medical record analysis are judged by the same teacher with the same standard, with full score of 100. The contents of the questionnaire include the basic situation, the corresponding teaching methods and evaluation, and the overall evaluation of evidence-based medicine courses. At the end of the course, a questionnaire survey was conducted among two groups of students.
4. Statistical analysis. All data were processed by SPSS20.0 software. The measurement data is represented by (x s), and the t test of two independent samples is conducted in parallel; χ2 test was used for data statistics. The test level is α=0.05.
Second, the result
1. General situation. There is no significant difference in baseline data between the two groups, so the baseline of the two groups is comparable (P & gt0.05) (see table 1).
2. Test scores. The score of CBL group was (78.93 5.94), while that of control group was (78.02 6.65), with no statistical significance (P > 0.05). 0.05)。 Divide the grades into 90- 100, 80-90, 70-80, 60-70,
3. The results of medical record analysis. The score of CBL group was (92.80 7.06), while that of control group was (90.54 4.45), with no statistical significance (P > 0.05). 0.05)。
4. The results of the questionnaire survey. Each group * * * distributed questionnaires 104, and 94 questionnaires were recovered, with a recovery rate of 90.38%. The results of questionnaire survey show that CBL group is superior to the control group in courseware explanation and understanding, personal participation in the project, positive attitude towards the project, active preparation before and after class, benefiting from practical operation skills, learning teamwork, improving the ability to analyze and solve clinical problems, and achieving the purpose of evidence-based medicine learning, with statistical significance (P
Three. discuss
In CBL group, teachers' guidance and emphasis, as well as their own practice of solving clinical problems, have deepened their mastery of theoretical knowledge, while in the control group, teachers spend more time explaining with traditional teaching methods, so students have a relatively solid grasp of the key contents in the textbook, which is conducive to the improvement of test scores. There is no statistical difference in test scores between the two groups, which may be due to the small sample size. The results of questionnaire survey show that CBL group is superior to the control group in eight aspects, such as courseware explanation and understanding. Among them, the proportion of CBL group (68.09- 100%) that has achieved the learning goal of EBM is significantly higher than that of the control group (57.45-97.87%), which shows that CBL teaching mode is superior to the traditional teaching mode in theoretical understanding, practical ability and acceptance of EBM. CBL teaching mode aims at improving practical skills and conforms to the teaching purpose of evidence-based medicine course.
It trains students' practical ability to find and solve problems by presenting and discussing problems in clinical cases in class, and consolidates and strengthens their ability to deal with problems in evidence-based practice by solving problems in the workbook after class, thus ensuring the improvement of their post ability. The combination of various teaching methods in the course promotes the improvement of students' comprehensive ability and the coordinated development of various abilities.
CBL advocates integrating theory with practice. Students not only improve their required skills, but also further deepen their mastery of basic knowledge by transforming and applying what they have learned in practical clinical problems [4]. At the same time, the traditional "spoon-feeding" teaching method has been abandoned, which has obviously improved students' learning enthusiasm and interest.
But it also has its own limitations. For example, teachers need to invest a lot of time and energy in preparing lessons, and also require teachers to organize classroom progress with high quality and high level; Need to have suitable teaching places and resources; There is a contradiction between the teaching mode of small class and the current situation of enrollment expansion and class expansion in major universities; At present, there is still a lack of evaluation system and method suitable for application effect. This has hindered its popularization to some extent. There are some limitations in this study, such as small sample size, no blind method for evaluators, and teaching, evaluation and grading are all carried out by the same teacher, which leads to inevitable implementation bias in the research process.
In short, in changing the situation that theoretical knowledge and practical skills are independent of each other, CBL teaching mode can not only deepen the mastery of theoretical knowledge through the guidance and emphasis of teachers, but also has obvious advantages in many aspects. In practice teaching, we should constantly strengthen the exploration and improvement of CBL teaching mode, and combine it with various teaching modes to further promote medical teaching reform and improve teaching quality.
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[3] Strauss, Richardson, Glaz Op, etc. Evidence based medicine. howtopraceandteachebm[M]。 Edinburgh: Churchill Oliver-Winston, 2005.
[4] Malonick, Supris. Medical education: competency-based curriculum reform [J]. Advanced Science Education Program, 20 12, 17(2):24 1-246.
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