Objective To explore the effects of evidence-based medicine(EBM) course on improvement of information consciousness and information morality for medical students Methods A total of 288 medical undergraduates and postgraduates,who took EBM as an elective course in Sichuan University,were surveyed with 'information consciousness and information morality questionnaire' before and after that course.Results After the EBM course,the number of students surfing the Internet increased by 5%,of which postgraduates increased by 24% with significant differences(P0.05),while their purpose for specialized knowledge increased by 7%;the number of students making plans in advance increased by 7%,and the number of students learning intellectual property and copyright law increased by 7%;the number of postgraduates knowing how to cite articles increased by 12% with significant differences(P0.05);and the number of students not knowing how to get legitimate information decreased by 12% with significant differences(P0.05).Conclusion Evidence-based medicine course is positive for the information consciousness and information morality of medical students.

BACKGROUND:Many research articles on medical education have been published in Chinese-language journals, the majority within the past few years. However, there have been no objective studies to look at the quality of these, and their contribution to present day thinking.AIM:This study explored the areas of focus, and the quality, of published research on Chinese undergraduate medical education.METHOD:We searched three major Chinese databases, including Chinese Biology Medicine in electronic form, Chinese Journals Full-text Database, and Chinese Technological Periodicals Database, to trace the research themes and methodologies of Chinese-language research papers published from January 2000 to December 2008.RESULTS:The annual number of published articles on undergraduate medical education research has increased over time in China, with 70% of the articles in our 9-year study published in the past 4 years; the most popular theme was curriculum and teaching. Non-comparative studies accounted for the majority of the literature (84.6%); and comparative studies were rare.CONCLUSIONS:Although an increase in the number of articles on medical education research in China is encouraging, more methodologically rigorous designs are needed to improve research quality. Generic and focused training on research methodology is essential to convert quantity into quality.

目的 调查分析医学生批判性思维的现状,为探索建立"核心能力为导向,循证医学为载体,终身学习为目的 "的医学人才培养模式提供依据.方法 采用中文版批判性思维能力测量表(Chinese Version of CriticalThinking Disposition Inventory,CTDI-CV)调查分析四川大学617名医学本科生和研究生批判性思维现状.结果 该组医学生批判性思维素质平均总分均高于280分,批判性思维呈正性.亚组分析结果显示,平均总分由高到低依次为8年制(309分)、研究生(298分)、7年制(287分)和5年制(286分).平均总分两两比较,除5年制和7年制之间无明显差异外,其余各组平均相差均≥10分.5年制和7年制医学生"寻找真相"、"系统化能力"、"批判性思维自信心"三项≤40分,其中"批判性思维自信心"最低.不同性别和年龄间批判性思维总分和7项特质无差异.结论 影响我国学生批判性思维的因素主要包括:教学理念、教学氛围、教学方式和教学评价体系.