摘要

目的：為提升藥學實習生在實證醫學 (evidence-based medicine, EBM) 的認識與應用，本研究建構翻轉式混成學習 (flipped blended learning, FBL) 結合動態評量（dynamic assessment, DA) 的實證教學模式，並評估其學習成效。
 

方法：本課程融合線上學習、課室討論、即時互動測驗、文獻搜尋、評讀實作與辯論等。過程中採動態評量評估各階段的學習成效，包括前後測驗、學習單、辯論及口試等，並藉由自我評估（1–10 分，10 分表示非常熟悉）與問卷調查分析學習成果及滿意度（1–5 分，5 分為非常滿意）。
 

結果：本研究納入2022–2024 年間的藥學實習生 (n = 80)，女性占61.3%，有60 名學生於實習前曾接受過EBM 課程。學生在PICO (patient/problem, intervention, comparison, outcome) 建立、文獻搜尋、RCT (randomized controlled trial, RCT) 評讀及SR (systematic review, SR) 評讀等EBM 核心能力均顯著提升 (p < 0.05)，其中SR 評讀提升最大（39.3 ± 22.1 分）。此外，自我能力評估顯示，所有EBM 核心能力面向均顯著提升 (p < 0.05)，且62.5% 的學生自評為滿分10 分。整體課程滿意度為5.0 ± 0.2 分，98.8%（79 名）學生願意推薦此課程，顯示高度學習成效與滿意度。
 

結論：翻轉式混成學習結合動態評量能有效提升藥學實習生的EBM 能力，並提升學習動機，而動態評量提供即時回饋，有助於學生調整學習策略並促進深度學習。本教學模式獲得學生高度評價，未來可持續優化課程設計，並進一步推廣至執業藥師的持續教育，以強化藥師的專業發展與實證能力。

 

ABSTRACT

Objective: To enhance pharmacy interns' understanding and application of evidence-based medicine (EBM), this study develops an instructional model integrating flipped blended learning (FBL) and dynamic assessment (DA) and evaluates the effectiveness.
 

Methods: The curriculum combined online courses, in-class discussions, interactive assessments, literature search, critical appraisal exercises and debates. A dynamic assessment approach was employed throughout the learning process, utilizing pre- and post-course evaluations, learning worksheets, debates, and oral exams. Additionally, self-assessment surveys (1–10 scale) and satisfaction questionnaires (1–5 scale) were conducted to analyze learning outcomes and engagement levels.
 

Results: Eighty pharmacy interns (61.3% female) participated from 2022–2024; 75% had prior EBM exposure. Students demonstrated significant improvement (p < 0.05) across four key EBM competencies: PICO (patient/problem, intervention, comparison, outcome) framework development, literature search, randomized controlled trial (RCT) appraisal, and systematic review (SR) appraisal, with SR appraisal improving the most (39.3 ± 22.1 points). Self-assessment results demonstrated notable gains in all EBM competencies (p < 0.05), with 62.5% rated their progress at the highest level (10 points). The overall course satisfaction was 5.0 ± 0.2 points, and 98.8% (79 students) expressed willingness to recommend the course, indicating strong learning effectiveness and high acceptance.
 

Conclusions: FBL combined with DA effectively enhances pharmacy interns' EBM competencies while fostering learning motivation and engagement. Real-time feedback through DA enables students to refine learning strategies and deepen understanding. This instructional model has received highly positive evaluations and can be further optimized for pharmacy internship training, with potential expansion into continuing education programs for practicing pharmacists to enhance professional development and EBM practice.

 

 

Submitted for publication: 2025.06.02; Accepted for publication: 2025.09.25