Baxter H, Singh S P, Standen P, Duggan C
Nottingham Healthcare NHS Trust, Nottingham, UK.
Med Educ. 2001 Apr;35(4):381-3. doi: 10.1046/j.1365-2923.2001.00902.x.
To compare the efficacy of two teaching styles, didactic teaching and problem based learning, in producing enduring change in final-year medical students' attitudes towards psychiatry and mental illness.
A 1-year follow-up questionnaire survey of two groups of medical students taught psychiatry in their fourth-year training by two different methods. One-year follow-up scores were compared with pre-attachment and post-attachment scores in the fourth year.
70 (68%) students completed both questionnaires at follow-up. The follow-up scores were significantly lower compared with both the fourth-year pre-attachment and post-attachment scores, suggesting that the positive change in attitudes following psychiatric training in the fourth year significantly decayed during the final year. The two teaching methods did not differ in the magnitude of this reduction.
The positive change that occurs in medical students' attitude towards psychiatry, psychiatrists and mental illness after their fourth-year psychiatric training is transient and decays over the final year.
比较讲授式教学和基于问题的学习这两种教学方式，在使医学专业最后一年学生对精神病学和精神疾病的态度产生持久改变方面的效果。
对两组在四年级培训中通过两种不同方法学习精神病学的医学生进行为期1年的问卷调查随访。将1年随访得分与四年级实习前和实习后的得分进行比较。
70名（68%）学生在随访时完成了两份问卷。随访得分显著低于四年级实习前和实习后的得分，这表明四年级精神病学培训后态度的积极变化在最后一年显著衰减。两种教学方法在这种衰减程度上没有差异。
医学生在四年级接受精神病学培训后，对精神病学、精神科医生和精神疾病的态度所发生的积极变化是短暂的，并在最后一年衰减。
