The Effect of Evidence-Based Medicine PICOS Model Combined With PBL Teaching Method in Rehabilitation Medicine Education
Objective To investigate the effect of evidence-based medicine PICOS model combined with PBL teaching method in rehabilitation medicine education.Methods A total of 60 students majoring in rehabilitation therapy who practiced in our hospital from January to December 2022 were selected as the research objects and divided into observation group and control group with 30 students in each group according to the different practice time.The control group implemented traditional teaching mode,and the observation group implemented evidence-based medicine PICOS model combined with PBL teaching method.The teaching effect which included assessment results,learning enthusiasm,comprehensive ability score and teaching satisfaction were compared.Results The observation group demonstrated superior performance across all evaluation metrics compared to the control group.Specifically,the theoretical score for the observation group was(86.87±6.14)points,outperforming the control group's score of(80.31±5.64)points.In clinical practice evaluations,the observation group achieved a score of(88.19±5.31)points,again surpassing the control group's score of 82.07.For case analysis,the observation group's score was(90.17±4.36)points,notably higher than the control group.The statistical analysis revealed that these differences were significant(P<0.05).The observation group demonstrated notably higher engagement levels compared to the control.On average,the students asked questions(3.71±0.66)times per class hour,dedicated approximately(2.15±0.52)h/d to consulting materials,and engaged in discussions or verbal contributions about(3.14±0.59)times per class hour.These metrics not only highlight a more active participation but also significantly surpass the comparative figures from the control group and the differences were statistically significant(P<0.05),underscoring a statistically significant difference in interactive and study behaviors.The abilities of the observation group were evaluated across several dimensions,yielding the following scores:problem-solving ability was recorded at(18.42±1.15)points,clinical thinking ability was scored at(19.14±0.54)points,and knowledge understanding ability registered at(19.42±0.51)points.Additionally,their literature review ability was assessed at 19.00 points(standard deviation details were not fully provided).These scores were significantly higher when compared to the control group,which scored(17.35±0.52)points in the same categories,indicating a statistically significant difference(P<0.05).The satisfaction rate regarding teaching within the observation group reached 93.33%,surpassing that of the control group,which stood at 73.33%.This difference was found to be statistically significant(P<0.05).Conclusion evidence-based medicine PICOS model combined with PBL teaching method can play an important role in rehabilitation medicine education.
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