Comparison of two teaching curriculum of evidence-based medicine in Xinjiang / 中华医学科研管理杂志

ABSTRACT

Objective We compared the new teaching curriculum of evidence-based medicine (EBM) with the traditional one to explore a more effective one of EBM and provide reference for the popularization of EBM in Xinjiang.Methods From the fourteen regions in Xinjiang,we selected randomly four regions,and the trainees of the four regions were allocated randomly to the experimental group (169) and the control group (167).The new teaching curriculum was used in the experimental group and the raditional one in the control group.After training,we investigated all the trainees with questionnaires and compared the differences of the two groups.Results Compared with the control group,trainees of the experimental group were significantly enhanced in the abilities of cognition (χ2 =6.870,P=0.009),literature retrieval (χ2 =22.670,P=0.000),communication (χ2 =6.288,P =0.012)and scientific research (χ2=4.667,P = 0.031).However,the difference in the ability of diagnosis and treatment (χ2 =0.663,P=0.426) was not significant.On the other hand,the total examinational scores and the scores for the chapters of general introduction,etiological factor,diagnosis and system review of the experimental group were significantly higher than those of the control group,but there was not significant difference between the two groups in terms of the scores for the chapters of treatment and prognosis.Conclusion The new teaching curriculum of EBM is beneficial in developing the abilities of cognition,literature retrieval,communication,scientific research and apprehension of EBM theory and is more applicable for the popularization of EBM in Xinjiang.