Impact of evidence-based learning method on medical education: an overview of systematic reviews_Chinese Journal of Evidence-Based Medicine

Authors：

LI Huixian ¹ , SUN Ruike ¹ , LI Tao ^2,3,4 , LI Xiangfeng ⁵ , WANG Yu ¹ , XIE Yuqing ¹ ,  WANG Yanyan ^1,4

1. West China Hospital, Sichuan University/West China School of Nursing, Sichuan University, Chengdu 610041, P. R. China;
2. Department of Anesthesiology, West China Hospital, Sichuan University, Chengdu 610041, P. R. China;
3. Laboratory of Mitochondrial Metabolism and Perioperative Medicine, National-Local Joint Engineering Research Centre of Translational Medicine of Anesthesiology, West China Hospital, Sichuan University, Chengdu 610041, P. R. China;
4. Department of Science and Technology, West China Hospital, Sichuan University, Chengdu 610041, P. R. China;
5. National Engineering Research Centre for Biomaterials, Sichuan University/College of Biomedical Engineering, Sichuan University, Chengdu 610064, P. R. China;

Corresponding?author：

WANG Yanyan, Email: kittyanwang520@scu.edu.cn

Keywords：

Evidence-based learning; Teaching method; Medical education; Overview of systematic reviews

DOI：

10.7507/1672-2531.202405192

Video：

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Abstract Full text Figures/Tables Video References Cited by

Objective To conduct an overview of systematic reviews on the impact of evidence-based learning (EBL) method on medical education. Methods The CNKI, WanFang Data, VIP, CBM, PubMed, Embase, Cochrane Library, and Web of Science databases were electronically searched to collect the relevant systematic reviews or meta-analyses of the application of EBL method in medical education from inception to May, 2024. Two researchers conducted the literature screening and data extraction independently. The AMSTAR 2, ROBIS tool, PRISMA 2020, and GRADE system were separately used to evaluate the methodological quality, the risk of bias, the quality of reporting, and the quality of evidence of included studies. Results A total of 16 systematic reviews/meta-analyses were included. The methodological quality evaluation by AMSTAR 2 showed that the quality level of 16 studies was very low. The results of ROBIS tool showed that 1 study was low risk of bias and 15 studies were high risk of bias. The GRADE evaluation of the evidence quality for 36 outcome indicators in the included studies revealed that 6 were of moderate quality, 12 were of low quality, and the rest were of very low quality. Conclusion EBL method has demonstrated significant effects in improving theoretical performance, practical skills, and critical thinking abilities among medical students. However, the methodological and evidence quality of the current systematic reviews/meta-analyses are low.

Citation： LI Huixian, SUN Ruike, LI Tao, LI Xiangfeng, WANG Yu, XIE Yuqing, WANG Yanyan. Impact of evidence-based learning method on medical education: an overview of systematic reviews. Chinese Journal of Evidence-Based Medicine, 2024, 24(8): 926-933. doi: 10.7507/1672-2531.202405192 Copy

1.	Sackett DL, Rosenberg WM, Gray JA, et al. Evidence based medicine: what it is and what it isn't. BMJ, 1996, 312(7023): 71-72.
2.	Harden M, Laidlaw R. Essential skills for a medical teacher. An introduction to teaching and learning in medicine, 2ed. 2020.
3.	李心鈺, 吳彩琴, 周潔, 等. 基于循證護理理念的基礎護理學教學方案的應用. 中醫教育, 2024, 43(1): 109-115.
4.	魏成群, 高展, 薛睿, 等. MDT聯合EBL-CBL教學法在全科醫學教學中的實踐與應用. 中國繼續醫學教育, 2023, 15(11): 70-74.
5.	周海燕, 董珍珍, 王群, 等. EBM聯合CPC在《中醫全科醫學概論》教學中的應用. 新疆中醫藥, 2024, 42(2): 36-38.
6.	梁珉, 李雪, 周自恒. 循證醫學聯合TBL教學法在牙周病教學中的應用效果. 繼續醫學教育, 2023, 37(12): 49-52.
7.	趙一璠, 徐雯, 李萌萌. 循證醫學教育在臨床麻醉教學中的應用價值. 中國繼續醫學教育, 2024, 16(9): 195-198.
8.	陳靜華, 郁志偉, 蔣紅娟. 循證護理結合案例教學法在兒科護理教學中的應用. 中國繼續醫學教育, 2023, 15(18): 36-40.
9.	陳妮, 張文, 邢周雄, 等. CBL聯合EBM在重癥醫學科臨床教學中的應用價值. 中國繼續醫學教育, 2023, 15(10): 82-85.
10.	Page MJ, Moher D, Bossuyt PM, et al. PRISMA 2020 explanation and elaboration: updated guidance and exemplars for reporting systematic reviews. BMJ, 2021, 372: n160.
11.	陶歡, 楊樂天, 平安, 等. 隨機或非隨機防治性研究系統評價的質量評價工具AMSTAR 2解讀. 中國循證醫學雜志, 2018, 18(1): 101-108.
12.	葛龍, 潘蓓, 潘佳雪, 等. 解讀AMSTAR-2—基于隨機和(或)非隨機對照試驗系統評價的質量評價工具. 中國藥物評價, 2017, 34(5): 334-338.
13.	吳瓊芳, 丁泓帆, 鄧圍, 等. ROBIS: 評估系統評價偏倚風險的新工具. 中國循證醫學雜志, 2015, 15(12): 1454-1457.
14.	丁泓帆, 吳瓊芳, 楊楠, 等. 評估系統評價偏倚風險的ROBISIS工具實例解讀. 中國循證醫學雜志, 2016, 16(1): 115-121.
15.	高亞, 劉明, 楊珂璐, 等. 系統評價報告規范: PRISMA 2020與PRISMA 2009的對比分析與實例解讀. 中國循證醫學雜志, 2021, 21(5): 606-616.
16.	Atkins D, Best D, Briss PA, et al. Grading quality of evidence and strength of recommendations. BMJ, 2004, 328(7454): 1490.
17.	Guyatt G, Oxman A, Vist G, et al. GRADE指南: Ⅳ. 證據質量分級—研究的局限性(偏倚風險). 中國循證醫學雜志, 2011, 11(4): 456-463.
18.	Guyatt G, Oxman A, Kunz R, et al. GRADE指南: Ⅶ. 證據質量評價—不一致性. 中國循證醫學雜志, 2011, 11(12): 1444-1451.
19.	Guyatt G, Oxman A, Kunz R, et al. GRADE指南: Ⅷ. 證據質量評價—間接性. 中國循證醫學雜志, 2011, 11(12): 1452-1458.
20.	Guyatt G, Oxman A, Kunz R, et al. GRADE指南: Ⅵ. 證據質量評價—不精確性(隨機誤差). 中國循證醫學雜志, 2011, 11(12): 1435-1443.
21.	Guyatt G, Oxman A, Montori V, et al. GRADE指南: Ⅴ. 證據質量評價—發表偏倚. 中國循證醫學雜志, 2011, 11(12): 1430-1434.
22.	曾憲濤, 冷衛東, 李勝, 等. 如何正確理解及使用GRADE系統. 中國循證醫學雜志, 2011, 11(9): 985-990.
23.	Flores-Mateo G, Argimon JM. Evidence based practice in postgraduate healthcare education: a systematic review. BMC Health Serv Res, 2007, 7: 119.
24.	高維杰, 靳英輝, 孫玫. 循證護理教學法對護生學習效果影響的Meta分析. 護理研究, 2010, 24(34): 3179-3183.
25.	郭盈, 孔令娜. 循證護理教學法教學效果的Meta分析. 中國實用護理雜志, 2010, (9A): 3.
26.	單亞維, 蘇春香, 郝玉芳. 循證護理教學法培養護生評判性思維效果的系統評價. 護理學雜志, 2013, 28(15): 11-13.
27.	王志強, 張建華, 楊建寶, 等. 循證醫學教學法對醫學生臨床實習中理論和實踐成績的影響. 衛生職業教育, 2013, 31(11): 91-93.
28.	譚晶晶, 程麗楠, 金英花. 循證護理教學法對護生教學效果的Meta分析. 延邊大學醫學學報, 2015, 38(3): 207-209.
29.	唐寒梅, 高迪, 達哇卓瑪, 等. 循證醫學模式對醫學本科生臨床實踐教學效果的Meta分析. 中國高等醫學教育, 2016, (6): 92-93.
30.	李瑞, 秦麗巖, 姚華, 等. 循證醫學模式在醫學研究生教學中應用效果的Meta分析. 衛生職業教育, 2017, 35(18): 62-64.
31.	李瑞, 秦麗巖, 姚華, 等. PBL結合循證醫學理念在臨床護理教學中應用效果的Meta分析. 繼續醫學教育, 2017, 31(9): 41-42.
32.	Cui C, Li Y, Geng D, et al. The effectiveness of evidence-based nursing on development of nursing students' critical thinking: a meta-analysis. Nurse Educ Today, 2018, 65: 46-53.
33.	常玉雪, 王倩, 陳之源, 等. 循證醫學教學模式在醫學生中應用效果的meta分析. 醫學教育研究與實踐, 2019, 27(4): 673-678.
34.	蔣佳志, 畢婭瓊, 黃靜宇, 等. 結合循證醫學思維的PBL教學模式在研究生教育教學中應用的Meta分析. 中國循證心血管醫學雜志, 2019, 11(8): 919-923.
35.	李洪秋, 趙忠海, 丁曉偉, 等. 循證醫學理念在我國臨床實踐教學中應用效果的Meta分析. 沈陽醫學院學報, 2019, 21(2): 188-192.
36.	楊洋, 劉芳, 劉磊. EBM結合PBL教學法在我國臨床教學中應用效果的Meta分析. 中國循證醫學雜志, 2020, 20(8): 962-968.
37.	劉克堅, 曾華鈺琪, 馮玉飛. PBL聯合EBL教學法在本科臨床教學中應用效果的Meta分析. 新疆醫學, 2023, 53(9): 1076-1079, 1087.
38.	Bello JO, Grant P. A systematic review of the effectiveness of journal clubs in undergraduate medicine. Can Med Educ J, 2023, 14(4): 35-46.
39.	Challa KT, Sayed A, Acharya Y. Modern techniques of teaching and learning in medical education: a descriptive literature review. MedEdPublish (2016), 2021, 10: 18.
40.	王策. 3D打印、PBL與EBL教學在骨科教學中的應用. 中國繼續醫學教育, 2021, 13(32): 27-30.

1. Sackett DL, Rosenberg WM, Gray JA, et al. Evidence based medicine: what it is and what it isn't. BMJ, 1996, 312(7023): 71-72.
2. Harden M, Laidlaw R. Essential skills for a medical teacher. An introduction to teaching and learning in medicine, 2ed. 2020.
3. 李心鈺, 吳彩琴, 周潔, 等. 基于循證護理理念的基礎護理學教學方案的應用. 中醫教育, 2024, 43(1): 109-115.
4. 魏成群, 高展, 薛睿, 等. MDT聯合EBL-CBL教學法在全科醫學教學中的實踐與應用. 中國繼續醫學教育, 2023, 15(11): 70-74.
5. 周海燕, 董珍珍, 王群, 等. EBM聯合CPC在《中醫全科醫學概論》教學中的應用. 新疆中醫藥, 2024, 42(2): 36-38.
6. 梁珉, 李雪, 周自恒. 循證醫學聯合TBL教學法在牙周病教學中的應用效果. 繼續醫學教育, 2023, 37(12): 49-52.
7. 趙一璠, 徐雯, 李萌萌. 循證醫學教育在臨床麻醉教學中的應用價值. 中國繼續醫學教育, 2024, 16(9): 195-198.
8. 陳靜華, 郁志偉, 蔣紅娟. 循證護理結合案例教學法在兒科護理教學中的應用. 中國繼續醫學教育, 2023, 15(18): 36-40.
9. 陳妮, 張文, 邢周雄, 等. CBL聯合EBM在重癥醫學科臨床教學中的應用價值. 中國繼續醫學教育, 2023, 15(10): 82-85.
10. Page MJ, Moher D, Bossuyt PM, et al. PRISMA 2020 explanation and elaboration: updated guidance and exemplars for reporting systematic reviews. BMJ, 2021, 372: n160.
11. 陶歡, 楊樂天, 平安, 等. 隨機或非隨機防治性研究系統評價的質量評價工具AMSTAR 2解讀. 中國循證醫學雜志, 2018, 18(1): 101-108.
12. 葛龍, 潘蓓, 潘佳雪, 等. 解讀AMSTAR-2—基于隨機和(或)非隨機對照試驗系統評價的質量評價工具. 中國藥物評價, 2017, 34(5): 334-338.
13. 吳瓊芳, 丁泓帆, 鄧圍, 等. ROBIS: 評估系統評價偏倚風險的新工具. 中國循證醫學雜志, 2015, 15(12): 1454-1457.
14. 丁泓帆, 吳瓊芳, 楊楠, 等. 評估系統評價偏倚風險的ROBISIS工具實例解讀. 中國循證醫學雜志, 2016, 16(1): 115-121.
15. 高亞, 劉明, 楊珂璐, 等. 系統評價報告規范: PRISMA 2020與PRISMA 2009的對比分析與實例解讀. 中國循證醫學雜志, 2021, 21(5): 606-616.
16. Atkins D, Best D, Briss PA, et al. Grading quality of evidence and strength of recommendations. BMJ, 2004, 328(7454): 1490.
17. Guyatt G, Oxman A, Vist G, et al. GRADE指南: Ⅳ. 證據質量分級—研究的局限性(偏倚風險). 中國循證醫學雜志, 2011, 11(4): 456-463.
18. Guyatt G, Oxman A, Kunz R, et al. GRADE指南: Ⅶ. 證據質量評價—不一致性. 中國循證醫學雜志, 2011, 11(12): 1444-1451.
19. Guyatt G, Oxman A, Kunz R, et al. GRADE指南: Ⅷ. 證據質量評價—間接性. 中國循證醫學雜志, 2011, 11(12): 1452-1458.
20. Guyatt G, Oxman A, Kunz R, et al. GRADE指南: Ⅵ. 證據質量評價—不精確性(隨機誤差). 中國循證醫學雜志, 2011, 11(12): 1435-1443.
21. Guyatt G, Oxman A, Montori V, et al. GRADE指南: Ⅴ. 證據質量評價—發表偏倚. 中國循證醫學雜志, 2011, 11(12): 1430-1434.
22. 曾憲濤, 冷衛東, 李勝, 等. 如何正確理解及使用GRADE系統. 中國循證醫學雜志, 2011, 11(9): 985-990.
23. Flores-Mateo G, Argimon JM. Evidence based practice in postgraduate healthcare education: a systematic review. BMC Health Serv Res, 2007, 7: 119.
24. 高維杰, 靳英輝, 孫玫. 循證護理教學法對護生學習效果影響的Meta分析. 護理研究, 2010, 24(34): 3179-3183.
25. 郭盈, 孔令娜. 循證護理教學法教學效果的Meta分析. 中國實用護理雜志, 2010, (9A): 3.
26. 單亞維, 蘇春香, 郝玉芳. 循證護理教學法培養護生評判性思維效果的系統評價. 護理學雜志, 2013, 28(15): 11-13.
27. 王志強, 張建華, 楊建寶, 等. 循證醫學教學法對醫學生臨床實習中理論和實踐成績的影響. 衛生職業教育, 2013, 31(11): 91-93.
28. 譚晶晶, 程麗楠, 金英花. 循證護理教學法對護生教學效果的Meta分析. 延邊大學醫學學報, 2015, 38(3): 207-209.
29. 唐寒梅, 高迪, 達哇卓瑪, 等. 循證醫學模式對醫學本科生臨床實踐教學效果的Meta分析. 中國高等醫學教育, 2016, (6): 92-93.
30. 李瑞, 秦麗巖, 姚華, 等. 循證醫學模式在醫學研究生教學中應用效果的Meta分析. 衛生職業教育, 2017, 35(18): 62-64.
31. 李瑞, 秦麗巖, 姚華, 等. PBL結合循證醫學理念在臨床護理教學中應用效果的Meta分析. 繼續醫學教育, 2017, 31(9): 41-42.
32. Cui C, Li Y, Geng D, et al. The effectiveness of evidence-based nursing on development of nursing students' critical thinking: a meta-analysis. Nurse Educ Today, 2018, 65: 46-53.
33. 常玉雪, 王倩, 陳之源, 等. 循證醫學教學模式在醫學生中應用效果的meta分析. 醫學教育研究與實踐, 2019, 27(4): 673-678.
34. 蔣佳志, 畢婭瓊, 黃靜宇, 等. 結合循證醫學思維的PBL教學模式在研究生教育教學中應用的Meta分析. 中國循證心血管醫學雜志, 2019, 11(8): 919-923.
35. 李洪秋, 趙忠海, 丁曉偉, 等. 循證醫學理念在我國臨床實踐教學中應用效果的Meta分析. 沈陽醫學院學報, 2019, 21(2): 188-192.
36. 楊洋, 劉芳, 劉磊. EBM結合PBL教學法在我國臨床教學中應用效果的Meta分析. 中國循證醫學雜志, 2020, 20(8): 962-968.
37. 劉克堅, 曾華鈺琪, 馮玉飛. PBL聯合EBL教學法在本科臨床教學中應用效果的Meta分析. 新疆醫學, 2023, 53(9): 1076-1079, 1087.
38. Bello JO, Grant P. A systematic review of the effectiveness of journal clubs in undergraduate medicine. Can Med Educ J, 2023, 14(4): 35-46.
39. Challa KT, Sayed A, Acharya Y. Modern techniques of teaching and learning in medical education: a descriptive literature review. MedEdPublish (2016), 2021, 10: 18.
40. 王策. 3D打印、PBL與EBL教學在骨科教學中的應用. 中國繼續醫學教育, 2021, 13(32): 27-30.

Chinese Journal of Evidence-Based Medicine

Impact of evidence-based learning method on medical education: an overview of systematic reviews

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