摘要
目的探索医学生医患沟通与交流技能的培养模式和考评体系。方法采用标准化"三阶段培养模式"(TSTM)与传统教学法(LBL)分别对学生进行培训并在在临床实习中进行实践,应用SEGUE量表结合问卷调查对教学结果进行测评,比较教学效果。结果经SEGUE量表测评显示,TSTM组最高分为25分,最低分12分,中位数20分,LBL组最高分16分,最低分5分,中位数10.17分;达到"优秀"和"良好"的比例TSTM组为58%,而LBL组的为零,44%学生不及格;TSTM组较LBL组学生在五个维度和医患沟通总体评价的比较上均占优势,特别是"维度4—理解病人"有十分显著的差异。"三阶段培养模式"教学效果显著优于传统教学LBL组,能明显提高医学生临床医患沟通与交流技能。结论 "三阶段教学法"标准化培养模式不仅有助于医学生培养良好的医患沟通与临床交流技能,构建和谐的医患关系,对改进医学生的学习方式,发挥医学生的创造力、培养医学生的团队合作意识、增强社会适应能力等方面都有重要的实践意义。
Objective To explore training model and evaluation system of medical students in doctor-patient communication and communication skills. Methods Teaching students respectively by different ways of the ＂three-stage standardized training mode＂ and the traditional teaching method,let studentspractiee in clinical work, then compare the teaching effectiveness by evaluation system of SEGUE Frame-work and questionnaire survey. Results The SE G U E scale Frame-work evaluation shows that in T S T M group, the highest score is 25, lowest score of 12, median 20 points;but in group LBL, maximum score is 16, the lowest score of 5, medianl0.17; to＂ excellent＂ and＂ good＂ proportion was 58% in TSTM group, LBL group is zero, 44% of LBL students are fail; TSTM group students are more competitive than LBL group in five dimensions and overall evaluation of doctor-patient communication on comparison, Especially ＂dimension4-understanding the patient＂ have remarkable differences. The teaching effect of ＂Three-stage training mode＂ is significantly better than the traditional teaching（LBL） group, it can obviously improve medical students＇ clinical physician-patient communication and communication skills. Conclusion Standardized training model of ＂The three-stage teaching＂will not only help medical students de- velop good physician-patient communication and clinical communication skills, establish a harmonious relationship between doctor and patient, but also have important practical significance： to improve creativity and the learning styles of medical students, to cultivate students＇ consciousness of team cooperation, to strengthen social adaptation ability,ect.
出处
《中国病案》
2012年第8期54-57,共4页
Chinese Medical Record
基金
泸州医学院教育教学改革研究项目(20072103)
关键词
临床医学生
医患沟通
交流技能
三阶段培养模式
标准化病人
SEGUE量表
评价体系
Clinical medical students
Physician-patient communication
Communication skils
Three-stage training model（ TSTM ）
Standardpatient（SP）
SEGUE Frame-work
Evaluation system
