Objective To explore the prevalence and related factors of behavior problems among the high-grade primary school students (in Grade 4 to Grade 6) in Chongqing urban area. Methods By means of cross-sectional survey, a total of 3 137 high-grade primary school students in Chongqing urban area were investigated with Child Behavior Checklist (CBCL, version for parents) and self-designed basic information questionnaire. Results The relevance ratio of behavior problems was 27.26%. The univariate analysis revealed that type of school, grade, residential and family environment, and parental attitude toward children had effects on children’s behavior problems with significance difference (Plt;0.05). The stepwise regression revealed that grade, educational level of father, healthy conditions of parents, family structure, academic performance and parental attitude toward children were the independent and main influencing factors (Plt;0.05). Conclusion The relevance ratio of behavior problems among high-grade primary school students in Chongqing urban area is much higher, which is related to the following factors: family situation, parental attitude toward children, social and school environment. It indicates that the status of children’s mental heath is not optimistic in Chongqing urban area. Comprehensive measures combining family, school with psychologist should be taken to reduce the prevalence of behavioral problems.
Objective Investigate the effectiveness of problem-based learning (PBL) in teaching of evidence-based medicine for undergraduates.Methods Participating students from four of eight classes with major of clinical medicine in Grade 2006 were assigned to the lecture-lased learning (LBL) group (50 students) and the PBL group (46 students), and each group had two classes. The examination scores, questionnaire, and seminars were used in combination to evaluate the teaching effectiveness. SPSS 11.5 software was used for statistical analyses. Results The baseline characteristics were balanced between the two groups because no difference was found in aspects of taking part in literature or information retrieval training, research project, undergraduate starting an undertaking plan and social survey, as well as getting known of evidence-based medicine, clinical epidemiology and PBL. The evaluation results of teaching effectiveness showed that, a) About the examination score, there was a significant difference between the two groups (Plt;0.05); the score of the PBL group was higher than that of the LBL group in aspects of fundamental knowledge, issuing question, retrieving evidence, evaluating evidence, applying evidence and total score; and b) About the attitude towards LML, there was a significant difference between the two groups about whether the LBL was beneficial or not to improve positive study, study interest, participation willingness, aggregate analysis ability, speech ability, self-study ability, information acquisition ability, information analyses and utilization ability, problem analyses and solving ability, combination of theory and clinic, communication between teachers and students, team cooperation and so on; but there was no significant difference between the two groups (Pgt;0.05) in aspects of improving learning efficiency, better understanding theory leader from class, improving writing ability and practicing ability; 97.83% of the students in the PBL group thought that PBL was suitable for themselves which should be introduced into other course teaching; 48.00% of the students in the LBL group thought that the current LBL teaching mode was not suitable for undergraduate, while 28.00% of the students in the LBL group thought that the current teaching mode should get reformed. Conclusion The PBL teaching mode is beneficial for undergraduates to better training clinical thinking, improve the ability of problem construction, aggregate analyses, literature retrieval, language express and exploratory innovation, and fully improve the quality of evidence-based medicine teaching. The PBL teaching method is suitable for teaching of evidence-based medicine for undergraduate medical students.
To help better understanding on evidence-based medicine, five frequently asked questions relevant to evidence-based clinical practice were commented on. The questions included: 1. Dose evidence-based medicine only emphasize evidence and ignore clinical experiences? 2. Dose evidence only include randomized controlled trials and systematic reviews? 3. How to face the quality of evidence? 4. Is randomized evidence suitable for treating individual patient? 5. Is evidence-based medicine useless since there is no adequate evidence for many clinical questions?
The conclusion of technical appraisal for medical accidents is closely related to both the outcome of the medical cases and medical advances. However, there have been some potential risks both in substance and form during the review process of the appraisal conclusion. In order to appraise the conclusion rigorously, some measures should be taken such as emphasizing the role of medical academic associations, seeking help from auxiliary expertsystem and exercising judge’s power of discretion.
Objective To assess the effect of problem-based learning (PBL) versus traditional methods in nursing students. Methods Computer retrieval was conducted to search for controlled studies comparing PBL and traditional methods. The quality of included studies was critically evaluated and data were analyzed by using The Cochrane Collaboration’s RevMan 5.0 software. Results A tota1 of 321 articles were retrieved, but only l1 were included. Metaanalyses showed that there was no significant difference between PBL and traditional methods in the objective knowledge of nursing students (SMD 0.12, 95%CI -0.32 to 0.56, P=0.6gt;0.05); but PBL was superior to traditional methods in the training of critical thinking (WMD 11.52, 95%CI 6.29 to 16.74), conflict resolution skills (WMD 8.09, 95%CI 5.02 to 11.16), clinical problem-solving skills (WMD 0.43, 95%CI 0.22 to 0.64), and communication skills (WMD 1.56, 95%CI 0.17 to 2.95). Although no significant difference was identified in the training of clinical decision-making skills, collaborative skills, and self-directed learning skills, PBL tended to be superior to traditional methods. Conclusion PBL tends are associated with better learning results among nursing students compared with traditional methods. However, most trials included in the review were of low quality, so large-scale randomized controlled trials of higher quality are needed to confirm this.
【摘要】 目的 突破临床药物治疗学的传统教学方式，探索培养药学专业学生分析问题和解决问题能力的途径和方法。 方法 针对临床药物治疗学兼备药理学、诊断学、内科学交叉学科的特点，采用基于问题学习和病案讨论式学习模式进行教学方法的改革与探索。 结果 新的教学模式有助于激发学生的学习兴趣，帮助学生建立正确的临床药物治疗思维，取得良好的教学效果。 结论 新的教学模式优于传统教学模式。【Abstract】 Objective To explore the application of problem based learning (PBL) and case based study (CBS) in clinical pharmacotherapy. Methods The didactics was elaborately designed and the didactic reform was carried out by PBL and CBS, adopting class teaching method focused on problems. Results The new teaching style could vitalize the students’ motivation of learning and help students establish correct clinical therapeutic thoughts. It gained fine didactic effects. Conclusion The new teaching style is superior to the traditional teaching style.
Objective To discover the similarities and differences between CBM and MEDLINE databases in the field of post-earthquake health issue research characteristics in order to provide references and aids to the scientific research administration, professional education and training, research subjects selection and project finance support. Methods CBM and MEDLINE databases (from January 1987 to December 2009) were systematically searched to obtain literature about post-earthquake health issues. Those studies were classified and compared by the characteristics of research objects, health issues, research periods, and types of study design. Results A total of 701 literature from CBM and 387 from MEDLINE were included. MEDLINE database provided more studies focusing on victims of natural calamities with specific age description than CBM (Plt;0.05). Research peak of CBM database centralized in the period of three months after earthquake (n=645, 92%), while MEDLINE was three years after the earthquake (n=191, 87.2%). Studies from both databases similarly focused on physical trauma and psychiatric/psychological issues (two types of health issues in total: CBM: n=727, 86.1%; MEDLINE: n=358, 83.4%). Investigations from CBM were primarily designed for retrospective and descriptive research (n=439, 62.6%), cross-sectional investigations (n=146, 20.8%) and case report (n=86, 12.3%) while MEDLINE focalized on cross-sectional investigations (n=177, 45.7%) and retrospective and descriptive research (n=146, 37.7%). Conclusion Compared to MEDLINE, studies from CBM database are relatively weak in the post-earthquake health issues of population with specific age characters, long-term health issues, levels of evidence and types of research design. The possible reasons are insufficient attention to the post-earthquake health issues, inadequate preparation for the research or limited knowledge about research methods.
The evaluation of student performance is an important but difficult part of the implementation of problem-based learning (PBL). This article introduces the background to the reform of evaluation in PBL, analyzes the principles of such evaluation, and gives a critical review of the methods applied in the reform of student evaluation in PBL, so as to help medical schools adopt practical and efficient evaluation methods.