# Examination of learning ability development through the implementation of the “autonomy-collaboration” learning mode grounded in evidence-based medicine practice

## TL;DR

This study tested a new evidence-based medicine learning model called 'autonomy-collaboration' and found it improved students' learning skills and engagement.

## Contribution

The study introduces and validates a novel 'autonomy-collaboration' learning model for evidence-based medicine education.

## Key findings

- The model enhanced students' independent learning abilities and interest in learning.
- It improved communication between students and teachers and integrated theory with clinical practice.
- The learning model showed strong effectiveness and is recommended for wider adoption.

## Abstract

Currently, there are still some shortcomings in EBM education in China.The study aimed to investigate the effectiveness of the novel evidence-based medicine (EBM) learning model of “autonomy-collaboration.”

A total of 91 undergraduate students majoring in clinical medicine at Zhongshan Clinical College of Dalian University from the 2019 batch were selected as the participants in this study. They were instructed to follow the EBM learning model of “autonomy-collaboration.” Upon completion of the course, questionnaires, records of participants’ sentiments and insights, and evidence-based clinical practice reports were used as indicators to evaluate the effectiveness of the training.

This learning modality effectively enhanced independent learning ability of the students, stimulated their interest in learning, and strengthened the communication between students and teachers, thereby improving the quality of teaching.

The novel EBM learning model of “autonomy-collaboration,” exhibited robust effectiveness in instruction and facilitated the seamless integration of theoretical knowledge with clinical practice. Consequently, its widespread adoption is strongly recommended.