【摘要】 目的 探索基于循证医学（evidence-based medicine,EBM）的案例教学（case-based learning,CBL）模式在老年病科临床教学中的应用效果。方法 将2020年9月—2021年7月于老年病科轮转的92名医学生随机均分至试验组和对照组。试验组实施基于EBM的CBL教学，对照组采用传统教学。轮转3个月后通过理论知识水平测试、案例分析考核和调查问卷，比较和评估两种教学方式的教学效果。结果 培训结束后试验组理论考试和案例分析成绩均优于对照组，分别为（94.46±2.71）分比（81.54±5.27）分和（92.46±3.09）分比（81.30±3.73）分，差异有统计学意义（P <0.05）。调查问卷显示两组学生对轮转培训的重要性的认识差异无统计学意义（P> 0.05），但基于EBM的CBL教学较传统教学显著激发学习兴趣，促进知识掌握，熟悉资料查阅，提升临床思维和加强团队合作，差异有统计学意义（P <0.05）。试验组对课程总体满意度显著高于对照组，差异有统计学意义（P <0.05）。结论基于EBM的CBL教学模式可显著提升老年病科的临床教学质量。更多还原

【Abstract】 Objective To explore the application effect of case-based learning(CBL) based on evidence-based medicine(EBM) in clinical teaching of geriatrics.Methods A total of 92 medical students who were accepted for internship training in the department of geriatrics from September 10, 2020 to July 20, 2021were randomly divided into experimental group and control group. The experimental group performed CBL based on EBM teaching, and the control group performed traditional teaching. After three months of training, all students were asked to attend theoretical test, case report analysis and questionnaire collection to compare and evaluate the teaching effect between the two groups. Results After training, the theoretical examination and case analysis scores of the experimental group were better than those of the control group, which were(94.46±2.71) vs.(81.54±5.27) and(92.46±3.09)vs.(81.30±3.73), and there were statistical differences(P<0.05). The questionnaire showed that there was no significant difference in the awareness of the importance of training between the two groups(P>0.05), but the CBL teaching based on EBM significantly stimulated learning interest, promoted the mastery of knowledge, became familiar with data access, improved clinical thinking and strengthened teamwork compared with the traditional teaching, and the differences were statistically significant(P<0.05). The overall satisfaction of the experimental group was significantly higher than that of the control group, and the difference was statistically significant(P<0.05). Conclusion The CBL teaching based on EBM could significantly improve the clinical teaching quality of geriatrics.更多还原