儿科住院医师面对面医患沟通考核的实施与分析
|
摘要
通过实施面对面人文沟通技能考核,发现儿科住院医师面对面沟通中存在的问题,为临床培训与教学改革提供依据。采用10 min口试场景模拟,考官扮演"家长",住院医师按要求完成规定的沟通内容。通过对2016年考生扣分项目情况分析,加强人文沟通培训。2017年考核结果显示"非语言沟通"和"沟通效果"2个维度得分高于2016年,具有显著性差异(P <0.01)。尤其是"应变能力""有效沟通成果"具有显著性差异(P <0.01)。在诊疗过程中,能够清晰有效地与家长进行面对面沟通不是一件容易的事,除语言表达外,还需要非语言方式的配合,如目光、表情、肢体动作等,所以沟通技巧训练是住院医师培训中非常重要的一部分。
Through the implementation of assessment for face-to-face communication skills, this article aims to identify the problems in doctor-patient communication among pediatric residents and provide the basis for clinical training and teaching reform. A 10-minute simulative scene for oral test was designed, where the examiner played the role of a parent and asked the resident to complete the prescribed communication. By analysis of test scores in 2016, the program decided to strengthen the humanities communication training.The results of 2017 showed that the scores of non-verbal communication and communication effect were significantly higher than those of 2016. In particular, the scores of " resilience" and "effective communication" had significant differences. It is not an easy task to communicate with the parents effectively and clearly in the process of diagnosis and treatment. In addition to language expression, nonverbal communications such as gaze, facial expressions and body movements are also required. Therefore, communication skill training is a very important part of residency training.
Through the implementation of assessment for face-to-face communication skills, this article aims to identify the problems in doctor-patient communication among pediatric residents and provide the basis for clinical training and teaching reform. A 10-minute simulative scene for oral test was designed, where the examiner played the role of a parent and asked the resident to complete the prescribed communication. By analysis of test scores in 2016, the program decided to strengthen the humanities communication training.The results of 2017 showed that the scores of non-verbal communication and communication effect were significantly higher than those of 2016. In particular, the scores of " resilience" and "effective communication" had significant differences. It is not an easy task to communicate with the parents effectively and clearly in the process of diagnosis and treatment. In addition to language expression, nonverbal communications such as gaze, facial expressions and body movements are also required. Therefore, communication skill training is a very important part of residency training.
引文
[1]张韬,李伟,李清乐,等.情景式教学对提高医学研究生住院医师医患沟通能力的研究[J].中国高等医学教育,2015(11):121-122.
[2]Uhm S,Lee GH,Jin JK,et al.Impact of tailored feedback in assessment of communication skills for medical students[J].Med Educ Online,2015(20):28453.
[3]孙文瑶,陈敏,李京京,等.医学生医患沟通能力培养现状与发展对策研究[J].中国校医,2015,29(10):780-781.
[4]王秀娟,王爱华,李晓丹,等.医学生儿科医患沟通情景训练方案的设计与实践[J].中华医学教育杂志,2017,37(2):260-264.
[5]王秀娟,冀石梅,王爱华,等.情景案例分析在培养医学生人文医学执业技能中的应用[J].中国卫生产业,2014(36):59-61.
[6]章利琴,陈一芳,朱红,等.儿科实习临床技能考核分析研究[J].大家健康(学术版),2015(17):278.
[7]宋文延,黄涛,杨金玲,等.实习学生出科模拟临床技能考核成绩分析[J].中国高等医学教育,2012(12):11-12.
[8]Wang F,Song Z,Zhang W,et al.Medical humanities play an important role in improving the doctor-patient relationship[J].Bioscience Trends,2017,11(2):134-137.
[9]Song P,Tang W.Emphasizing humanities in medical education:Promoting the integration of medical scientific spirit and medical humanistic spirit[J]Bioscience Trends,2017,11(2):128-133.
[10]谢玲莉.儿科临床教学中如何培养学生的创新思维[J]中国保健营养,2017,27(8):417-418.
[11]张丽.构建标准化医学生医患沟通能力培养新模式[J]人才资源开发,2015(12):225-226.
[12]王凤兰.人际交流与咨询技巧[M].北京:北京医科大学、中国协和医科大学联合出版社,1995:8~9,118~148.
[13]袁利,赵邦.论医患关系中的沟通艺术[J].医学与社会2015(3):66-68.
[14]林安,刘虹.医患沟通能力G因素与S因素分析[J]医学与哲学,2015(11):52-54.
[15]郝建萍,秦玉婷,哈力达·亚森,等.医学生医患沟通的现状及培养措施的探讨[J].继续医学教育,201630(3):72-73.
[16]崔畅,李潇,黄华.七年制临床医学实习生内科技能考核成绩的影响因素分析[J].中国当代医药,201522(24):153-155,158.
[17]苑立军,马星,李勇,等.第五届大学生临床技能竞赛(东北赛区)竞赛实施及成绩分析与思考[J].中国高等医学教育,2015(9):73-75.
[2]Uhm S,Lee GH,Jin JK,et al.Impact of tailored feedback in assessment of communication skills for medical students[J].Med Educ Online,2015(20):28453.
[3]孙文瑶,陈敏,李京京,等.医学生医患沟通能力培养现状与发展对策研究[J].中国校医,2015,29(10):780-781.
[4]王秀娟,王爱华,李晓丹,等.医学生儿科医患沟通情景训练方案的设计与实践[J].中华医学教育杂志,2017,37(2):260-264.
[5]王秀娟,冀石梅,王爱华,等.情景案例分析在培养医学生人文医学执业技能中的应用[J].中国卫生产业,2014(36):59-61.
[6]章利琴,陈一芳,朱红,等.儿科实习临床技能考核分析研究[J].大家健康(学术版),2015(17):278.
[7]宋文延,黄涛,杨金玲,等.实习学生出科模拟临床技能考核成绩分析[J].中国高等医学教育,2012(12):11-12.
[8]Wang F,Song Z,Zhang W,et al.Medical humanities play an important role in improving the doctor-patient relationship[J].Bioscience Trends,2017,11(2):134-137.
[9]Song P,Tang W.Emphasizing humanities in medical education:Promoting the integration of medical scientific spirit and medical humanistic spirit[J]Bioscience Trends,2017,11(2):128-133.
[10]谢玲莉.儿科临床教学中如何培养学生的创新思维[J]中国保健营养,2017,27(8):417-418.
[11]张丽.构建标准化医学生医患沟通能力培养新模式[J]人才资源开发,2015(12):225-226.
[12]王凤兰.人际交流与咨询技巧[M].北京:北京医科大学、中国协和医科大学联合出版社,1995:8~9,118~148.
[13]袁利,赵邦.论医患关系中的沟通艺术[J].医学与社会2015(3):66-68.
[14]林安,刘虹.医患沟通能力G因素与S因素分析[J]医学与哲学,2015(11):52-54.
[15]郝建萍,秦玉婷,哈力达·亚森,等.医学生医患沟通的现状及培养措施的探讨[J].继续医学教育,201630(3):72-73.
[16]崔畅,李潇,黄华.七年制临床医学实习生内科技能考核成绩的影响因素分析[J].中国当代医药,201522(24):153-155,158.
[17]苑立军,马星,李勇,等.第五届大学生临床技能竞赛(东北赛区)竞赛实施及成绩分析与思考[J].中国高等医学教育,2015(9):73-75.