角色扮演在眼科实习教学中的应用
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摘要
目的探讨角色扮演法(RP)在眼科实习教学中的应用价值。方法选取2017年7月～2018年6月重庆医科大学13级本科临床专业150名实习生为研究对象,采用序贯法将其分为试验组和对照组,每组各75名。试验组采用RP的教学方法,学生相互扮演患者及医生,进行病史采集、医患沟通等;对照组选用传统教学方法教学。课程结束后采用理论考试、问卷调查方式,对教学内容、质量和效果的量化数据进行采集分析。结果试验组对课程及教师满意度、增加学习兴趣、加强理论知识掌握、提高沟通能力和自主学习能力及指导临床工作方面均优于对照组,差异有统计学意义(P<0.05);试验组传统试题与病例分析题得分均高于对照组,差异有统计学意义(P<0.01)。结论 RP教学方法有助于快速提高眼科实习生临床诊疗思维能力和沟通能力,值得在眼科实习教学中应用和推广。
Objective To explore the application value of role-playing(RP)method in ophthalmic practice teaching.Methods A total of 150 interns from the clinical undergraduate program of the 13 thgrade of Chongqing Medical University from July 2017 to June 2018 were selected as subjects. The students were divided into the study group and the control group by sequential method. The study group was taught by the RP teaching method, namely the students played the roles of patients and doctors to practice medical history collection, doctor-patient communication, etc. The control group was taught by routine teaching methods. After the course, theoretical examination and questionnaire survey were carried out to collect and analyze the quantitative data of the teaching content, quality and effect. Results The research group was superior to the control group in terms of course and teacher satisfaction, increasing interest in learning, strengthening theoretical knowledge, improving communication and self-learning ability, and guiding clinical work. The differences were statistically significant(P<0.05). The scores of the traditional test questions and case analysis questions in the study group were higher than those in the control group, and the difference was statistically significant(P<0.01). Conclusion The RP teaching method can help to improve the clinical diagnosis and thinking ability and communication ability of ophthalmology interns, which is worthy of application and promotion in ophthalmic practice teaching.
Objective To explore the application value of role-playing(RP)method in ophthalmic practice teaching.Methods A total of 150 interns from the clinical undergraduate program of the 13 thgrade of Chongqing Medical University from July 2017 to June 2018 were selected as subjects. The students were divided into the study group and the control group by sequential method. The study group was taught by the RP teaching method, namely the students played the roles of patients and doctors to practice medical history collection, doctor-patient communication, etc. The control group was taught by routine teaching methods. After the course, theoretical examination and questionnaire survey were carried out to collect and analyze the quantitative data of the teaching content, quality and effect. Results The research group was superior to the control group in terms of course and teacher satisfaction, increasing interest in learning, strengthening theoretical knowledge, improving communication and self-learning ability, and guiding clinical work. The differences were statistically significant(P<0.05). The scores of the traditional test questions and case analysis questions in the study group were higher than those in the control group, and the difference was statistically significant(P<0.01). Conclusion The RP teaching method can help to improve the clinical diagnosis and thinking ability and communication ability of ophthalmology interns, which is worthy of application and promotion in ophthalmic practice teaching.
引文
[1]赵炜,吴婷,王雨生,等.眼科临床实习教学研究与分析评价[J].检验医学与临床,2015,12(17):2639-2640.
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[11]杨庄青,王常安,杨晓娟.浅谈角色扮演教学法应用在医学生医患沟通能力培养中的作用[J].临床医药文献电子杂志,2017,4(36):7112-7113.
[12]李少光,黄丽英,林新华.“角色扮演”教学法在药学专业教学中的运用[J].福建医科大学学报(社会科学版),2016,17(1):41-43.
[13]Bosse HM,Nickel M,Huwendiek S,et al.Peer role-play and standardised patients in communication training:a comparative study on the student perspective on acceptability,realism,and perceived effect[J].BMC Med Educ,2010,10:27.
[14]Taylor S,Bobba S,Roome S,et al.Simulated patient and role play methodologies for communication skills training in an undergraduate medical program:randomized,crossover trial[J].Educ Health(Abingdon),2018,31(1):10-16.
[15]Lane C,Hood K,Rollnick S.Teaching motivational interviewing:using role play is as effective as using simulated patients[J].Med Educ,2008,42(6):637-644.
[16]Bosse HM,Nickel M,Huwendiek S,et al.Cost-effectiveness of peer role play and standardized patients in undergraduate communication training[J].BMC Med Educ,2015,15:183.
[17]尹小磊,袁容娣,叶剑.角色扮演教学模式眼科应用的探讨[J].国际眼科杂志,2008,8(9):1876-1877.
[18]李中秋,卢弘.角色扮演法在眼科见习教学中的应用[J].中国病案,2013,14(8):63-64.
[2]黄利红,洪斌.角色扮演教学法在胸外科见习教学中的应用[J].现代医药卫生,2018,34(2):304-305.
[3]Jha KN.Ophthalmology teaching-learning in undergraduate classes:roadblocks and the remedies[J].J Clin Diagn Res,2015,9(8):J101-J102.
[4]Maguire P,Pitceathly C.Key communication skills and how to acquire them[J].BMJ,2002,325(7366):697-700.
[5]May W,Park JH,Lee JP.A ten-year review of the literature on the use of standardized patients in teaching and learning:1996-2005[J].Med Teach,2009,31(6):487-492.
[6]Hargie O,Boohan M,Mccoy M,et al.Current trends in communication skills training in UK schools of medicine[J].Med Teach,2010,32(5):385-391.
[7]Hausberg MC,Hergert A Kroger C,et al.Enhancing medical students′communication skills:development and evaluation of an undergraduate training program[J].BMC Med Educ,2012,12:16.
[8]Schaufelberger M,Frey P,Woermann U,et al.Benefits of communication skills training after real patient exposure[J].Clin Teach,2012,9(2):85-88.
[9]Bosse HM,Schultz JH,Nickel M,et al.The effect of using standardized patients or peer role play on ratings of undergraduate communication training:a randomized controlled trial[J].Patient Educ Couns,2012,87(3):300-306.
[10]Lane C,Rollnick S.The use of simulated patients and roleplay in communication skills training:a review of the literature to August 2005[J].Patient Educ Couns,2007,67(1-2):13-20.
[11]杨庄青,王常安,杨晓娟.浅谈角色扮演教学法应用在医学生医患沟通能力培养中的作用[J].临床医药文献电子杂志,2017,4(36):7112-7113.
[12]李少光,黄丽英,林新华.“角色扮演”教学法在药学专业教学中的运用[J].福建医科大学学报(社会科学版),2016,17(1):41-43.
[13]Bosse HM,Nickel M,Huwendiek S,et al.Peer role-play and standardised patients in communication training:a comparative study on the student perspective on acceptability,realism,and perceived effect[J].BMC Med Educ,2010,10:27.
[14]Taylor S,Bobba S,Roome S,et al.Simulated patient and role play methodologies for communication skills training in an undergraduate medical program:randomized,crossover trial[J].Educ Health(Abingdon),2018,31(1):10-16.
[15]Lane C,Hood K,Rollnick S.Teaching motivational interviewing:using role play is as effective as using simulated patients[J].Med Educ,2008,42(6):637-644.
[16]Bosse HM,Nickel M,Huwendiek S,et al.Cost-effectiveness of peer role play and standardized patients in undergraduate communication training[J].BMC Med Educ,2015,15:183.
[17]尹小磊,袁容娣,叶剑.角色扮演教学模式眼科应用的探讨[J].国际眼科杂志,2008,8(9):1876-1877.
[18]李中秋,卢弘.角色扮演法在眼科见习教学中的应用[J].中国病案,2013,14(8):63-64.