...
  • 主题
高级搜索  >
历史搜索 清空历史
首页> 外文期刊>BMC Medical Education >How learning style affects evidence-based medicine: a survey study
【24h】

How learning style affects evidence-based medicine: a survey study

机译：学习方式如何影响循证医学：一项调查研究

获取原文
   

获取外文期刊封面封底 >>

       
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

Background Learning styles determine how people manage new information. Evidence-based medicine (EBM) involves the management of information in clinical practice. As a consequence, the way in which a person uses EBM can be related to his or her learning style. In order to tailor EBM education to the individual learner, this study aims to determine whether there is a relationship between an individual's learning style and EBM competence (knowledge/skills, attitude, behaviour). Methods In 2008, we conducted a survey among 140 novice GP trainees in order to assess their EBM competence and learning styles (Accommodator, Diverger, Assimilator, Converger, or mixed learning style). Results The trainees' EBM knowledge/skills (scale 0-15; mean 6.8; 95%CI 6.4-7.2) were adequate and their attitudes towards EBM (scale 0-100; mean 63; 95%CI 61.3-64.3) were positive. We found no relationship between their knowledge/skills or attitudes and their learning styles (p = 0.21; p = 0.19). Of the trainees, 40% used guidelines to answer clinical questions and 55% agreed that the use of guidelines is the most appropriate way of applying EBM in general practice. Trainees preferred using evidence from summaries to using evidence from single studies. There were no differences in medical decision-making or in EBM use (p = 0.59) for the various learning styles. However, we did find a link between having an Accommodating or Converging learning style and making greater use of intuition. Moreover, trainees with different learning styles expressed different ideas about the optimal use of EBM in primary care. Conclusions We found that EBM knowledge/skills and EBM attitudes did not differ with respect to the learning styles of GP trainees. However, we did find differences relating to the use of intuition and the trainees' ideas regarding the use of evidence in decision-making.
机译：背景学习风格决定了人们如何管理新信息。循证医学（EBM）涉及临床实践中的信息管理。结果，一个人使用EBM的方式可能与他或她的学习风格有关。为了使EBM教育适合个人学习者，本研究旨在确定个人的学习风格与EBM能力（知识/技能，态度，行为）之间是否存在关系。方法2008年，我们对140名新手GP学员进行了一项调查，以评估他们的EBM能力和学习方式（住宿，Diverger，Assimilator，Converger或混合学习方式）。结果学员的EBM知识/技能（等级0-15;平均6.8; 95％CI 6.4-7.2）足够，他们对EBM的态度（等级0-100;平均63; 95％CI 61.3-64.3）为积极。我们发现他们的知识/技能或态度与他们的学习风格之间没有任何关系（p = 0.21; p = 0.19）。在受训者中，有40％的人使用指导原则回答临床问题，而55％的人同意，在一般实践中使用指导原则是应用EBM的最合适方法。与使用单项研究的证据相比，受训者更喜欢使用摘要中的证据。各种学习方式在医学决策或EBM使用方面均无差异（p = 0.59）。但是，我们确实找到了具有适应性或融合性的学习风格与更多地利用直觉之间的联系。此外，具有不同学习风格的学员对于在初级保健中最佳使用EBM表示了不同的想法。结论我们发现，就GP学员的学习方式而言，EBM知识/技能和EBM态度没有差异。但是，我们确实发现了与直觉的使用和受训者在决策中使用证据的想法有关的差异。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号