TSP结合情境模拟对住院医师规范化培训指导医师医患沟通教学能力培训的效果研究
Effectiveness of teacher standardized patients(TSP)combined with scenario simulation in faculty training of doctor-patient communication teaching abilities for standardized residency training
李辉雁 1黄应雄 2顾宏林 3戴国琳 1张昆松 4王少鑫 5匡铭 1叶子2
作者信息
- 1. 中山大学附属第一医院教育处,广东 广州 510080
- 2. 中山大学附属第一医院急诊科,广东 广州 510080
- 3. 南方医科大学附属广东省人民医院(广东省医学科学院)脊柱外科,广东 广州 510080
- 4. 中山大学附属第一医院胆胰外科,广东 广州 510080
- 5. 中山大学继续教育学院医学教育培训中心,广东 广州 510080
- 折叠
摘要
目的 探讨教师标准化病人(teacher standardized patients,TSP)结合情境模拟教学工作坊对住院医师规范化培训(简称住培)指导医师医患沟通教学能力的师资培训应用效果.方法 选取 2020 年 11月至 2023 年 3 月在广东省 4 家医院参加广东省住培普通师资培训班的 288 名指导医师作为研究对象.采用对照实验研究,观察组为 93 人,实施TSP结合情境模拟教学的工作坊模式,对照组为 195 人,实施传统理论授课模式.采用问卷自评的方式评估两组的培训效果,并使用问卷调查了解培训前后指导医师对医患沟通教学培训的需求与反馈意见.结果 76.3%的指导医师此前未接受过医患沟通教学能力培训,培训后观察组指导医师对医患沟通教学能力的掌握认知程度较对照组明显增加[5(4,5)比 4(3,5),Z=-4.565,P<0.001],且观察组指导医师在培训后对医患沟通教学能力掌握达到完全理解的认知层次比例较对照组明显增加(54.8%比 24.6%,χ2=27.649,P<0.001),观察组中 94.6%的指导医师愿意在今后的住培医患沟通教学中尝试使用TSP结合情境模拟教学的工作坊模式.指导医师评价课程培训模式和效果的 10 个满意度指标中,观察组 8 个指标得分高于对照组,差异具有统计学意义(P<0.05).结论 TSP结合情境模拟教学的工作坊模式有助于提高指导医师对医患沟通教学的认知层次,短期培训效果满意,可进一步在住培师资培训中推广应用.
Abstract
Objective To explore the application effect of teacher standardized patients(TSP)combined with scenario simulation teaching workshops in the faculty training for standardized residency training(hereinafter referred to as standardized training)in teaching the communication skills between doctors and patients.Methods A total of 288 mentor physicians participating in the general faculty training program for standardized training in Guangdong Province from November 2020 to March 2023 in four hospitals in Guangdong Province were selected as the research subjects.A controlled experimental study was conducted,with 93 individuals in the experimental group receiving TSP combined with scenario simulation teaching workshop mode,and 195 individuals in the control group receiving the traditional theoretical teaching mode.A self-evaluation questionnaire was used to assess the training effects of both groups,and a questionnaire survey was conducted to understand the faculty's needs and feedback on the training in doctor-patient communication teaching before and after the training.Results 76.3%of the mentor physicians had not previously received training in doctor-patient communication teaching skills.In the experimental group,the degree of understanding the teaching skills of doctor-patient communication after the training was significantly higher than that in the control group[5(4,5)vs 4(3,5),Z=-4.565,P<0.001)].The proportion of mentor physicians in the experimental group who fully understood the teaching skills of doctor-patient communication after the training was significantly higher than that in the control group(54.8%vs 24.6%,χ2=27.649,P<0.001).94.6%of the mentor physicians in the experimental group were willing to try TSP combined with scenario simulation teaching in future doctor-patient communication teaching in standardized training.Among the 10 satisfaction indicators evaluating the training mode and effect,8 indicators scored higher in the experimental group than in the control group,with statistically significant differences(P<0.05).Conclusion TSP combined with scenario simulation teaching workshops can help improve mentor physicians'cognitive level of doctor-patient communication teaching.The short-term training effect is satisfactory,and it can be further promoted and applied in the faculty training for standardized training.
关键词
教师标准化病人/情境模拟教学/医患沟通/住院医师规范化培训/指导医师培训Key words
teacher standardized patients/scenario simulation/doctor-patient communication/standardized residency training/faculty training引用本文复制引用
出版年
2025
NETL
NSTL
万方数据