In order to evaluate the application of self-media and process evaluation in evidence-based medicine teaching, students from three classes were randomly selected as the research objects. Experimental class A adopts self-media and process evaluation teaching method, experimental class B adopts process evaluation teaching method, and control class adopts traditional teaching method. The final exam is unified and a questionnaire survey is conducted. The master degree of basic concepts in experimental classes A and B is higher than that in control class. The time of reading medical literature, the proportion of using professional databases to obtain literature and the ability of literature evaluation in experimental class are higher than those in control class. Evidence-based medicine teaching mode combining self-media and process evaluation improves students' lifelong learning ability and future clinical practice ability.
Key words: evidence-based medicine; Process evaluation; We-Media
Self-media is a new information dissemination tool in recent years, also called self-media. It is the carrier and platform for the general public to provide and share the events and information they have seen and heard with their own eyes, such as QQ, WeChat, Weibo and forums. [1]. Since the media has been widely used in life and work, it has also gradually participated in medical education [2,3]. Process evaluation is a teaching evaluation method, which has the characteristics of paying attention to all aspects of students' learning process, dynamic process, timely feedback, flexible and sustainable way [4]. The wide application of self-media makes us think that if we can combine self-media with process evaluation, it will be possible to further improve the ability of process evaluation. Based on this, we adopt the evaluation method of combining self-media and process evaluation in the teaching practice of evidence-based medicine to improve medical students' ability of mastering evidence-based medicine knowledge and lifelong learning.
1 objects and methods
1. 1 research object
Our school offers evidence-based medicine courses for fourth-grade students majoring in medicine. Students in three classrooms were selected from eight classrooms by cluster random sampling as the research object. The class adopting evidence-based medicine teaching method combining self-media and process evaluation is experimental class A, the class adopting process evaluation is experimental class B, and the class adopting general traditional teaching method is control class. A unified examination was conducted at the end of the term, and a questionnaire survey was conducted. At the beginning of the course, there was no statistical difference between the two experimental classes and the control class.
1.2 implementation method
1.2. 1 optimizing the teaching content The teaching content of evidence-based medicine is divided into general and various parts, and the general part is selected for process evaluation teaching. The teaching content is divided into the following parts: ① Introduction; ② How to raise clinical evidence-based questions; ③ Evidence-based literature resource retrieval; ④ Evaluating and screening literature; ⑤ Systematic evaluation and meta-analysis; ⑥ use ⑥Revman software; ⑦ After-effect evaluation. Through the explanation of the above seven parts, an evidence-based practice chain and system concept are formed in students' minds. The teaching content of the control class is the same as that of the experimental class, but there is no process evaluation and self-media use guidance as described below. The implementation process of 1.2.2 Among the seven parts mentioned above, we selected four parts for formative evaluation: ① the part of asking clinical questions: asking a good and answerable question is the most critical step in evidence-based practice; ② Literature evaluation and screening: On the basis of the above problems, students are required to consult and screen the literature, and review the intensive 1-2 literature according to the quality evaluation standard; ③ After explaining the basic steps of system evaluation, let students try to write a system evaluation plan; ④ Use Revman5.0 software to make a preliminary meta-analysis and explain the results. The teacher first explains each part of the content in the classroom teaching, and asks the students to complete the corresponding homework after class. An experimental class submits homework through WeChat or QQ group, and assigns professional teachers to answer and comment online in real time, and puts forward suggestions for further revision in time; The experimental class is Class B, and the classes are in class order. The monitor received each student's homework and gave it to the teacher for evaluation. The teacher points out the shortcomings in the evaluation process, and then gives students corresponding guidance for some problems in the classroom. In the control class, the traditional teaching method is adopted. The teacher explains in class, does not assign homework, and only answers students' questions. Students use the media without intervention. 1.2.3 After the course of effect evaluation, the experimental class and the control class were tested with unified test questions at the same time, and the test paper score was 100%. At the same time, students are required to fill in the teaching effect table of evidence-based medicine, including the mastery of common evidence-based medicine concepts, the use of common evidence-based medicine resources, literature review and evaluation. 1.2.4 after the data statistical analysis questionnaire was collected, the data were verified and entered into the Epidata database, and statistical analysis was carried out by SPSS 19.0. The data of numerical variables are expressed by xτs, and statistical analysis is made by analysis of variance. The data of classified variables were analyzed by chi-square test, and the difference was statistically significant (P < 0.05).
Two results
2. 1 The general research subjects are all senior college students, and the textbook used is Evidence-based Medicine edited by Wang Jialiang. The teaching content of each class is carefully prepared by the group before class, and the teaching content of the three classes is the same. The course arrangement is 3 hours per week, and the course is taught 10 week. Teachers in the teaching and research section use QQ or WeChat. There is no statistical difference between experimental class A, experimental class B and control class in terms of students' gender, age, previous comprehensive scores and mobile phone use from the media. 2.2A Students in the experimental class participate in teaching from the media. After the students in experimental class A were exposed to evidence-based medicine courses, teachers established QQ or WeChat contact with students to establish evidence-based medicine groups. As can be seen from the figure 1, the communication between teachers and students began to be active 2-3 weeks after the start of teaching, and entered the most active stage after 7 weeks. 2.3 Comparison of the mastery of evidence-based medicine knowledge The mastery of evidence-based medicine in experimental class A, experimental class B and control class has no statistical difference in the mastery of concepts such as evidence-based medicine, systematic evaluation, best evidence and heterogeneity test through the survey results (see Table 2). However, there are statistical differences in the mastery of concepts such as meta-analysis, Cochranelibrary, Revman software, patients' wishes, publication bias and RCT, and the mastery of students in experimental class A and experimental class B. 2.4 The use of evidence-based medical literature resources is compared with the answers to the following four questions in experimental class and control class by chi-square test (see table 3). It can be seen that there is no statistical difference among the three groups in participating in reading medical literature, but there are statistical differences in the time of reading medical literature, the way of reading medical literature and whether to evaluate medical literature It can be seen that experimental class A and experimental class B mainly spend more than 2 hours reading medical literature, while the control class mainly spends less than 2 hours reading medical literature. 89.8% of the students in the experimental class and 88.4% of the students in the control class obtained medical literature through the professional database, while 73.5% of the students in the control class obtained medical literature through the professional database. It shows that the teaching method of self-media and process evaluation enhances students' ability to read professional medical literature. Discussion The Internet has penetrated into all aspects of our lives and inevitably entered the university campus. Therefore, how to combine online media with teaching has become a hot topic in higher education [5, 6]. Since the media is convenient, flexible, timely and portable, it has been closely related to the life of college students. Research shows that self-media has shown great vitality in medical teaching. Shan's research shows that self-media has played a positive role in health education [7]. Software such as WeChat or QQ provides an effective network communication platform for modern information technology. You can leave messages and reply at any time, which is very convenient for teachers and students and is conducive to the development of teaching. In recent years, the media has been more and more widely used in the crowd. Because of the diversity of information it provides and the personalization of user information transmission, it has been gradually applied to various education and teaching processes. Real-time interaction between teaching and learning is realized by network information transmission. Submitting homework online through WeChat and QQ group greatly shortens the distance between teaching and learning. Compared with the traditional teaching method of waiting until the next class to give students collective answers to questions, teachers can guide each student more carefully and make targeted answers to specific questions by using online teacher-student interaction, so that the guiding value of teachers can be highlighted. At the same time, students can internalize knowledge, which is helpful to transform it into students' lifelong learning ability. In the process of specific guidance, we also encountered some problems. On the one hand, online students ask more questions, the time is relatively concentrated, and the number of teachers is limited, which affects the response speed; On the other hand, students ask all kinds of questions, and teachers need huge knowledge reserves to make correct judgments on the problems, and they should be familiar with all kinds of knowledge of clinical medicine. If clinicians can participate in online guidance, better teaching results may be achieved. In a word, compared with the traditional summative evaluation, the combination of self-media and process evaluation enables teachers to know students' knowledge in time, realize the real-time interaction between teaching and learning, show the advantages of the Internet in modern medical education, especially in evidence-based medicine courses, improve students' lifelong learning ability, and obviously promote students' clinical practice ability in the future.
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