摘要
目的评估SP、PBL、CBL三联教学法在妇科见习生医患沟通能力培养中的应用。方法选取某医学院2014级和2015级临床医学专业学生共52人,随机分为对照组和实验组,对照组采用传统讲授+案例教学法,实验组采用'SP+PBL+CBL'三联教学法,在临床见习前后应用SEGUE量表评估比较两组学生的医患沟通能力,比较两组自身见习培训前后的差异,及两组间见习培训后的差异,见习后分别对两组标准化病人及见习生进行满意度调查,并比较。结果见习前实验组与对照组SEGUE量表评分均较低,两组比较差异无统计学意义(P=0.7),对照组见习后较见习前有所提高,差异有统计学意义(P<0.01),实验组见习后较见习前明显提高,差异有统计学意义(P<0.01),见习后两组间比较,实验组评分明显高于对照组,差异有统计学意义(P<0.01)。标准化患者及见习生满意度调查显示,实验组的满意度明显高于对照组,且差异有统计学意义(P<0.05)。结论 'SP、PBL、CBL'三联教学法可显著提高医学生的沟通能力和技巧,为其将来进入临床工作、构建和谐医患关系打下坚实基础。
Objective To investigate the application on teaching methods of SP+PBL+CBL in the cultivation of doctor-patient communication skills of clinical Probationers in Gynecology.Methods Select 52 clinical medicine undergraduates from classes of grade 2014 and 2015 in one medical college.All clinical Probationers were randomly divided into control group(N=26)and the experimental group(N=26).The expe.rimental group used SP+PBL+CBL teaching methods while the control group used the LBL+CBL teaching methods.To apply SEGUE Framework to evaluate the communication skills of clinical Probationers.Compare the difference between the two group in front of training and post-training as well as the difference of their own group.Assessing the degree of satisfaction Of SP and clinical Probationers after training,then compare the results.Results The scores before training of two groups were low,the difference was not statistically significant(P=0.7).In the control group,the score is improved compared with before training,and the difference was statistically significant(P<0.01).After the experimental group using SP+PBL+C.BL teaching methods,the score significantly improved the training than before,and the difference was statistically significant(P<0.01).Comparing of experimental group and control group scores after the different training methods,experimental group scored significantly higher than control group,and the difference was statistically significant(P<0.01).Satisfaction survey results of SP and clinical Probationers show that the experimental group was significantly higher than control group scores,and the difference was statistically significant(P<0.05).Conclusions SP+PBL+CBL teaching method could improve the doctor-patient communication skills of clinical Probationers in Gynecology and prepare for their profession in the future.
作者
刘庆燕
郭海龙
公莉
苗凤英
张引民
张小丽
Liu Qingyan;Guo Hailong;Gong Li;Miao Fengying;Zhang Yinmin;Zhang Xiaoli(People’s Hospital of Rizhao,Rizhao 276800,Shandong Province,China)
出处
《中国病案》
2019年第8期67-70,共4页
Chinese Medical Record
基金
济宁医学院2017年度实践教学教育科学研究项目(JYSJ2017B40)
关键词
三联教学法
医患沟通
SEGUE量表
SP+PBL+CBL teaching method
Doctor-patients communication
SEGUE Framework
