ABSTRACT
Objective:To systematically review the teaching effect of problem-based learning (PBL) combined with evidence-based medicine (EBM) teaching mode on the standardized residency training.Methods:CNKI, Wanfang database, VIP database, SinoMed, Embase, PubMed and Web of SCI databases were searched, and the randomized controlled trial (RCT) studies of the application of EBM combined with PBL teaching in standardized residency training were collected. The retrieval time was from the establishment to 1st July, 2018. Two investigators independently extracted data and assessed the quality of the studies. After assessing the risk of bias of included studies, Meta-analysis was performed on RevMan 5.3.Results:In total, 4 studies were included in the review. Narrative assessment was adopted, because outcome indicators of these study were varied and the quality of the literatures could not meet the requirement of Meta-analysis. Our study suggested that the residents who were in PBL combined with EBM teaching mode group got higher scores in the standardized residency training, compared with those in the lecture-based learning (LBL) teaching mode group, especially in case analysis score, total score of examination, improvement of clinical thinking ability, communication and expression ability, organization and cooperation ability, etc.Conclusion:The current evidence suggests that the application of EBM combined with PBL teaching mode has a positive effect on the standardized residency training. Compared with the traditional LBL teaching, EBM can improve students' ability. However, limited by the quantity and quality of included studies, the above conclusions still need to be verified by more studies with larger samples and higher quality.
ABSTRACT
Abstract Attempting to recall previously encountered information by being tested or quizzed (retrieval practice: RP) enhances memory. In real classrooms, however, it is unclear when testing should take place (placement) in order to elicit better learning. We tested students using authentic undergraduate-course materials with two placements, followed by collective feedback: (a) at the end of the class in which content was taught; or (b) at the beginning of the next class. Re-teaching (RT) the same content through lecturer led-reviews at the same placements was used as a control condition. RP and RT plus feedback took 15 min of 100 min-long classes and were applied during 12 classes after which retention was assessed by exams. Participants were 114 students enrolled in a biweekly taught course. Testing (RP) once at the end of the same class in which content was taught boosted academic scores by around 10% compared to the other manipulations.
Resumen El intento de recordar la información presentada previamente mediante pruebas o cuestionarios (práctica de recuperación, RP) mejora la memoria. Sin embargo, en las clases reales no está claro en qué momento debe realizarse las pruebas para obtener un mejor aprendizaje. Probamos a los estudiantes utilizando materiales auténticos de cursos de licenciatura en dos momentos, seguidos de una retroalimentación colectiva: (a) al final de la clase en la que se enseñó el contenido; o (b) al principio de la siguiente clase. La reenseñanza (RT) del mismo contenido a través de revisiones dirigidas por el profesor en el mismo momento se utilizó como condición de control. La RP y la RT más la retroalimentación tomaron 15 minutos de clases de 100 minutos de duración y se aplicaron durante 12 clases después de las cuales la retención fue evaluada por exámenes. Los participantes fueron 114 estudiantes inscritos en un curso impartido cada dos semanas. Las pruebas (RP) realizadas una vez al final de la misma clase en la que el contenido se enseñó, aumentó los resultados académicos en alrededor de un 10% en comparación con las otras manipulaciones.
Subject(s)
Humans , Male , Female , Adult , Learning , Memory , Teaching , FeedbackABSTRACT
Objective To understand the application and effect of problem based,case based and evidence based (PCE) combined teaching method in urology surgery clinical teaching.Methods A total of 50 clinical medicine students were selected.PCE combined teaching method was applied in urology surgery clinical teaching and the teaching effect was evaluated.Results The ratios of student who thought PCE combined teaching method could stimulate learning enthusiasm,improve learning efficiency and improve the abilities of logical thinking,inductive analysis,practical application,self-study,literature retrieval,innovation and team cooperation were 96％,94％,95％,94％,100％,88％,100％,96％ and 95％ respectively.All students thought this new teaching method could be extended in other subjects.Conclusions Application of PCE combined teaching method in urology surgery clinical teaching can achieve good teaching effect and it is worth recommending in clinical teaching.