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目的：分析医学生循证医学 PBL 教学方法的教学效果，为改进教学方法、提高教学效果提供依据。方法：随机抽取第四军医大学 2008、 2009 和 2010 级五年制、八年制临床医学学生 696 人，统一组织填写 " 教学效果评估调查问卷 "。分别计算各指标的平均分，采用方差分析，检验不同年级学生的各指标得分是否存在差异；采用 t 检验，分析不同专业学生的各指标得分是否存在差异。结果：问题设置、自学过程、学习效果、教学方式四个一级指标的平均得分分别是 3.6、3.2、3.7 和 3.8。 2010 级学生各指标的得分高于 2008 和 2009 级学生，其中自学过程（ Q2）、学习效果（ Q3）得分存在显著差异（ Q2： F=3.28； Q3： F=4.25； P 值均 <0.05）。八年制学生各指标的得分高于五年制学生，其中 Q2、Q3 得分存在显著差异（ Q2： t=2.33； Q3： t=2.08； P 值均 <0.05）。结论： PBL 教学取得了较好的教学效果；随着时间的推移，学生对 PBL 教学的认可度和学习效果均有提高； PBL 教学在八年制学生中的教学效果优于五年制学生。

英文摘要:

Objective:To analyze the effect of problem based learning (PBL) teaching method on Evidence based medicine of medical students, and to provide a scientific basis for improvement of teaching methods and effect.Methods:696 five-year and eight-year medical students from 2008, 2009 and 201 0 grade were selected as study objects by random sampling. Each student was asked to fill in the questionnaire after the course. The mean score of each first and second class indices were calculated, and the difference of each indices in each grade and each specialty were tested using F test and t test.Results:The mean score of the four first class indices were 3.6, 3.2, 3.7 and 3.8. The mean score of each indices in 201 0 grade were the highest in the three grades, with the significant difference of the score of Q2 and Q3 in these three grades (Q2: F=3.28; Q3: F=4.25; P<0.05). The mean score of each indices in eight-year students were higher than that of five-year students, with the significant difference of the score of Q2 and Q3 in these two types of students (Q2: t=2.33; Q3: t=2.08; P<0.05).Conclusion:The PBL teaching method is in good effect and its effect is improved with time. The effect of PBL teaching in eight-year students is better than that of five-year student.

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