摘要
目的 探讨全科住院医师在儿科轮转期间应用科普+师生角色互换病例讨论教学模式的效果.方法 选取 2019 年 1 月 1 日—2022 年 12 月 31 日在上海市徐汇区中心医院儿科轮转的全科住院医师42 名,随机分成观察组和对照组,各 21 人.观察组采取科普+师生角色互换教学模式,对照组采取儿科常规教学.对两组理论知识、病史书写(采用Mini-CEX量表)、医患沟通技能(采用SEGUE量表)进行考核或评价,并对教学效果进行评价.结果 两组在培训前理论知识考核、病历书写、医患沟通技能方面差异无统计学意义(均P>0.05).培训后两组各项指标均有提升,其中观察组在理论知识考核、医患沟通技能、病历书写中的人文关怀、卫教咨询、组织效能和整体表现方面均优于对照组,差异有统计学意义(均P<0.05).在对教学效果评价上,观察组对在自主学习能力、学习积极性、团队协作能力、临床思维能力的提升,以及自信心提高方面的评价优于对照组,差异均具有统计学意义(均P<0.05).结论 科普+师生角色互换病例讨论教学模式能提高住院医师理论知识的掌握、医患沟通和病历书写的能力.
Abstract
Objective To explore the effect of the innovative teaching mode of popular science+role reversal between teachers and students for general practitioner residents during their pediatric rotation.Methods 42 general practitioner residents who rotated in the Pediatrics Department of Xuhui Central Hospital in Shanghai from January 1,2019 to December 31,2022 were selected and randomly divided into an observation group and a control group,with 21 residents in each group.The observation group adopted the innovative teaching mode of popular science+role reversal between teachers and students,while the control group received routine pediatric teaching.The theoretical knowledge,medical history writing(Mini-CEX scale)and doctor-patient communication skills(SEGUE scale)of both groups were evaluated or assessed,and the teaching effectiveness was evaluated.Results Before the training,there were no statistically significant differences between the two groups in theoretical knowledge assessment,medical history writing and doctor-patient communication skills(all P>0.05).After the training,both groups showed improvements in various indicators.Specifically,the observation group significantly outperformed the control group in theoretical assessment,doctor-patient communication skills,humanistic care in medical history writing,health education consultation,organizational efficiency and overall performance,with statistically significant differences(all P<0.05).In evaluating the teaching effectiveness,the observation group demonstrated significantly better evaluations in terms of autonomous learning ability,learning enthusiasm,team collaboration ability,improvement in clinical thinking skills,and increased self-confidence compared with the control group,with statistically significant differences(all P<0.05).Conclusion The innovative teaching mode of"popular science+role reversal between teachers and students"can enhance resident physicians'mastery of theoretical knowledge,doctor-patient communication skills,and medical history writing abilities.
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