Application and evaluation of problem-based learning combined with evidence-based medicine in clinical teaching of urology

Abstract

Objective To compare the effectiveness of problem-based learning combined with evidence-based medicine(PBL-EBM) and problem-based learning (PBL) model on clinical teaching of urology.Methods Students were selected by sampling in PBL group (n =56) and PBL-EBM group (n =51),and the two groups received clinical teaching of urology by PBL and PBL-EBM model respectively.At the end of the study,each student received objective and subjective evaluation.Results There was no significant difference in results of the baseline on evidence-based medicine between two groups (P＞0.05),but the percentage of high-recommended-level research evidence obtained by the students in the PBL-EBM group was significantly higher than that in PBL group (P＜0.05).And questionnaire showed more students in PBL-EBM group believed that this teaching model improved their ability of comprehensive analysis and application of medical evidence,and developed their skills in solving problem and obtaining information on various subjects (P＜0.05).Conclusions The model of problem-based learning combined with evidencebased medicine is feasible and effective in clinical teaching of urology and optimize the outcomes from PBL education.By the PBL-EBM model teaching,students improve the ability to advantage in managing evidence from medical studies,analyzing and solving problem,obtaining and applying medical information. Key words: Problem-based learning; Evidence-based medicine ; Clinical teaching; Urology