Raw data Study II vs Control I.

The objective was to compare the extent of acquired knowledge regarding osteoporosis-related issues in a group of medical students who successfully completed an optional “Elective Osteoporosis Course” based on problem-based learning, and a group of medical students who completed only the mandatory curriculum.
Study groups and methods
Study group I was comprised of 25 fourth-year students who successfully completed the Elective Osteoporosis Course I (focused on pathophysiology, diagnostics, and pharmacological treatment), while control group I was comprised of 25 fifth-year students who successfully completed only all required fourth- and fifth-year courses, but did not participate in the elective Osteoporosis I course. Study group II was comprised of 27 fourth-year students who successfully completed the Elective Osteoporosis Course II (focused on treatment of osteoporotic fractures), while control group II was comprised of 24 sixth-year students who were preparing for final exams in surgical disciplines, but did not participate in the Elective Osteoporosis Course II. The groups were compared using a linear regression model with robust estimation of standard errors using Stata 13.1. A p-value < 0.05 was considered statistically significant.
Results
Study Group I scored, on average, 6.7 points higher than Control Group I on the multiple-choice test (scale –16 to +21). Study Group II scored, on average, 3.5 points higher than Control Group II on the multiple-choice test (scale –21 to +28). Both differences were statistically significant (p < 0.001, R2 = 0.64, 95% CI: 5.2–8.1; p = 0.006, R2 = 0.15, 95% CI: 1.1–5.9; respectively).
Conclusion
Results demonstrated a greater understanding in students who participated in problem-based learning medical studies relative to those who completed only the mandatory curriculum.

本研究旨在对比两组医学生的骨质疏松症（osteoporosis）相关知识掌握程度：一组为修完基于问题式学习（problem-based learning）的《骨质疏松症选修课程》的医学生，另一组为仅完成必修课程的医学生。

研究对象与方法
第一研究组由25名修完《骨质疏松症选修课程I》的四年级医学生组成，该课程聚焦于病理生理学、诊断学及药物治疗；第一对照组由25名五年级医学生组成，他们仅完成了四年级与五年级的全部必修课程，未参与《骨质疏松症选修课程I》。
第二研究组由27名修完《骨质疏松症选修课程II》的四年级医学生组成，该课程聚焦于骨质疏松性骨折的治疗；第二对照组由24名六年级医学生组成，他们正在备考外科学科结业考试，未参与《骨质疏松症选修课程II》。
本研究采用Stata 13.1软件构建线性回归模型，并通过稳健标准误估计进行组间比较，以p值<0.05作为统计学显著性的判定标准。

研究结果
第一研究组在多选题测试（计分区间为-16至+21）中的平均得分较第一对照组高出6.7分；第二研究组在多选题测试（计分区间为-21至+28）中的平均得分较第二对照组高出3.5分。两项差异均具有统计学显著性（分别为p<0.001，R²=0.64，95%置信区间（Confidence Interval）：5.2~8.1；p=0.006，R²=0.15，95%置信区间（Confidence Interval）：1.1~5.9）。

研究结论
结果显示，参与基于问题式学习的选修医学课程的学生，其对骨质疏松症相关知识的掌握程度显著优于仅完成必修课程的学生。