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本文引用的文献

1
Postgraduate journal club as a means of promoting evidence-based obstetrics and gynaecology.研究生期刊俱乐部作为促进循证妇产科学的一种手段。
J Obstet Gynaecol. 1999 May;19(3):231-4. doi: 10.1080/01443619964968.
2
A systematic review of postgraduate teaching in evidence-based medicine and critical appraisal.循证医学与批判性评价研究生教学的系统评价
Med Teach. 2003 Jan;25(1):77-81. doi: 10.1080/0142159021000061468.
3
Teaching evidence-based medicine to surgical subspecialty residents.向外科专科住院医师传授循证医学
J Am Coll Surg. 2003 Aug;197(2):285-9. doi: 10.1016/S1072-7515(03)00114-5.
4
Incorporating the views of obstetric clinicians in implementing evidence-supported labour and delivery suite ward rounds: a case study.在实施循证支持的产房和分娩室查房中纳入产科临床医生的观点：一项案例研究
Health Info Libr J. 2003 Jun;20(2):86-94. doi: 10.1046/j.1471-1842.2003.00422.x.
5
Introducing an evidence-based medicine curriculum into a family practice residency--is it effective?将循证医学课程引入家庭医学住院医师培训项目——这样做有效吗？
Acad Med. 2003 Apr;78(4):412-7. doi: 10.1097/00001888-200304000-00019.
6
A method for real-time, evidence-based general medical attending rounds.一种基于证据的实时普通内科查房方法。
Acad Med. 2002 Nov;77(11):1150-2. doi: 10.1097/00001888-200211000-00019.
7
Real-time, evidence-based medicine instruction: a randomized controlled trial in a neonatal intensive care unit.实时循证医学指导：新生儿重症监护病房的一项随机对照试验
J Med Libr Assoc. 2002 Apr;90(2):194-201.
8
Teaching critical appraisal skills in health care settings.在医疗环境中教授批判性评估技能。
Cochrane Database Syst Rev. 2001(3):CD001270. doi: 10.1002/14651858.CD001270.
9
Teaching evidence-based medical care: description and evaluation.循证医疗教学：描述与评估
Fam Med. 2001 Sep;33(8):602-6.
10
Effect of an evidence-based medicine seminar on participants' interpretations of clinical trials: a pilot study.循证医学研讨会对参与者临床试验解读能力的影响：一项试点研究。
Acad Med. 2000 Dec;75(12):1212-4. doi: 10.1097/00001888-200012000-00019.

循证医学的研究生教学能改变什么？一项系统评价。

What is the evidence that postgraduate teaching in evidence based medicine changes anything? A systematic review.

作者信息

Coomarasamy Arri, Khan Khalid S

机构信息

Education Resource Centre, Birmingham Women's Hospital, Birmingham, B15 2TG.

出版信息

BMJ. 2004 Oct 30;329(7473):1017. doi: 10.1136/bmj.329.7473.1017.

DOI:10.1136/bmj.329.7473.1017
PMID:15514348
原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC524555/
Abstract

OBJECTIVE

To evaluate the effects of standalone versus clinically integrated teaching in evidence based medicine on various outcomes in postgraduates.

DESIGN

Systematic review of randomised and non-randomised controlled trials and before and after comparison studies.

DATA SOURCES

Medline, Embase, ERIC, Cochrane Library, DARE, HTA database, Best Evidence, BEME, and SCI.

STUDY SELECTION

23 studies: four randomised trials, seven non-randomised controlled studies, and 12 before and after comparison studies. 18 studies (including two randomised trials) evaluated a standalone teaching method, and five studies (including two randomised trials) evaluated a clinically integrated teaching method.

MAIN OUTCOME MEASURES

Knowledge, critical appraisal skills, attitudes, and behaviour.

RESULTS

Standalone teaching improved knowledge but not skills, attitudes, or behaviour. Clinically integrated teaching improved knowledge, skills, attitudes, and behaviour.

CONCLUSION

Teaching of evidence based medicine should be moved from classrooms to clinical practice to achieve improvements in substantial outcomes.

摘要

目的

评估循证医学中独立教学与临床整合教学对研究生各项学习成果的影响。

设计

对随机和非随机对照试验以及前后对照研究进行系统评价。

数据来源

医学文献数据库（Medline）、荷兰医学文摘数据库（Embase）、教育资源信息中心数据库（ERIC）、考克兰图书馆、循证医学数据库（DARE）、卫生技术评估数据库（HTA）、最佳证据数据库（Best Evidence）、循证医学教育协作网数据库（BEME）以及科学引文索引数据库（SCI）。

研究选择

23项研究，其中4项随机试验、7项非随机对照研究以及12项前后对照研究。18项研究（包括2项随机试验）评估了独立教学方法，5项研究（包括2项随机试验）评估了临床整合教学方法。

主要观察指标

知识、批判性评价技能、态度和行为。

结果

独立教学提高了知识水平，但未改善技能、态度或行为。临床整合教学提高了知识、技能、态度和行为水平。

结论

循证医学教学应从课堂转向临床实践，以实现实质性学习成果的提升。