Wolf F M, Gruppen L D, Billi J E
Department of Postgraduate Medicine and Health Professions Education, University of Michigan Medical School, Ann Arbor.
J Med Educ. 1988 Jul;63(7):548-54. doi: 10.1097/00001888-198807000-00006.
A quasiexperimental research design involving a nonequivalent control group was used to examine the efficacy of a brief educational intervention in teaching medical students to select optimal diagnostic data consistent with the competing-hypotheses heuristic and Bayes' theorem when solving clinical problems. There was no significant difference between intervention (n = 119) and control (n = 89) groups in performance at baseline, but the intervention group performed significantly better (p less than .001) than the control group after training. The results suggest that some problem-solving skills, such as learning to use the competing-hypotheses heuristic, can be enhanced or learned independent of the acquisition of content knowledge.
采用涉及非对等对照组的准实验研究设计，以检验一种简短教育干预措施在教导医学生解决临床问题时选择与竞争性假设启发法和贝叶斯定理相一致的最佳诊断数据方面的效果。干预组（n = 119）和对照组（n = 89）在基线表现上没有显著差异，但训练后干预组的表现显著优于对照组（p小于0.001）。结果表明，一些解决问题的技能，如学习运用竞争性假设启发法，可以在不依赖于内容知识获取的情况下得到增强或习得。
