标准化病人在留学生内科学实践教学中的应用
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摘要
目的探讨标准化病人(standardized patient,SP)教学模式在留学生内科学实践教学病史采集中的应用价值。方法 2017秋季教学期间,将96名2014级来华医学留学生采用随机数字表法随机分为2组,SP教学法和常规教学法各48人,比较两组留学生内科学实践中英文病史采集成绩,并通过问卷星网络问卷调查统计留学生教学反馈。结果利用SP教学法的留学生,其内科学实习中病史问诊测验成绩高于常规教学法的学生[(86.5±9.7)vs.(78.2±10.6)分,t=3.983,P<0.001]。问卷调查分析显示,对于目前的教学方法是否增强学习兴趣、提高沟通能力、增进临床技能、训练临床思维、体现人文关怀方面,SP教学组中持积极正面观点的学生分别占92.86%、97.62%、85.71%、90.48%和95.24%,而常规教学组中持正面观点的学生分别占90.00%、87.50%、82.50%、77.50%和97.50%,差异均无统计学意义(P>0.05)。结论英文SP在留学生内科学及诊断学临床教学上有较好的应用价值。接受SP教学的留学生大多对其持积极正面的态度
Objective To explore the application value of standardized patient(SP)-based teaching method in the teaching of medical history taking for international students. Methods During the autumn semester of 2017, 96 international medical students were randomly divided into two groups, with 48 students in the SP-based teaching group and 48 students in the conventional teaching group. The test scores of medical history taking in English in internal medical practice of the two groups were compared. The teaching feedback from the international students was collected and evaluated by online questionnaire survey. Results The scores of medical history taking examination in internal medical practice of the students using SP-based teaching method were higher than those of the students using conventional teaching method(86.5±9.7 vs. 78.2±10.6), and the difference was statistically significant(t=3.983, P<0.001).According to the questionnaire analysis, in terms of whether the current teaching method could enhance learning interest,improve communication ability, promote clinical skills, train clinical thinking, and highlight humanistic care, students with positive views in the SP-based teaching group accounted for 92.86%, 97.62%, 85.71%, 90.48%, and 95.24%,respectively, while students with positive views in the conventional teaching group accounted for 90.00%, 87.50%, 82.50%,77.50%, and 97.50%, respectively, and the differences were not statistically significant(P>0.05). Conclusions Welltrained SP has a good application value in clinical practice of internal medicine and diagnostics teaching for international students. SP-based teaching method has been accepted and supported by the majority of international medical students who have experienced it.
Objective To explore the application value of standardized patient(SP)-based teaching method in the teaching of medical history taking for international students. Methods During the autumn semester of 2017, 96 international medical students were randomly divided into two groups, with 48 students in the SP-based teaching group and 48 students in the conventional teaching group. The test scores of medical history taking in English in internal medical practice of the two groups were compared. The teaching feedback from the international students was collected and evaluated by online questionnaire survey. Results The scores of medical history taking examination in internal medical practice of the students using SP-based teaching method were higher than those of the students using conventional teaching method(86.5±9.7 vs. 78.2±10.6), and the difference was statistically significant(t=3.983, P<0.001).According to the questionnaire analysis, in terms of whether the current teaching method could enhance learning interest,improve communication ability, promote clinical skills, train clinical thinking, and highlight humanistic care, students with positive views in the SP-based teaching group accounted for 92.86%, 97.62%, 85.71%, 90.48%, and 95.24%,respectively, while students with positive views in the conventional teaching group accounted for 90.00%, 87.50%, 82.50%,77.50%, and 97.50%, respectively, and the differences were not statistically significant(P>0.05). Conclusions Welltrained SP has a good application value in clinical practice of internal medicine and diagnostics teaching for international students. SP-based teaching method has been accepted and supported by the majority of international medical students who have experienced it.
引文
1李明松,龚伟,姜泊.外国留学生临床医学教育的挑战和机遇.中国高等医学教育, 2009(4):21-22, 33.
2谭惠文,余叶蓉,左川.留学生临床诊断学教学的实践和体会.华西医学, 2016, 31(8):1434-1436.
3张冬梅,张卫茹,吴静,等.医学留学生诊断学全英语教学实践与研究.中国高等医学教育, 2016(1):42-43.
4马翔,阿迪拉·阿扎提,马依彤.医学留学生内科学教学实践的探索与思考.新疆医科大学学报, 2009, 32(3):367.
5王晓戎,盛红,汪兴洲,等.标准化病人在我国临床医学教学中应用现状文献分析.辽宁中医药大学学报, 2010, 12(6):32-34.
6Peluso MJ, van Schalkwyk S, Kellett A, et al. Reframing undergraduate medical education in global health:rationale and key principles from the Bellagio Global Health Education Initiative.Med Teach, 2017, 39(6):639-645.
7Blitz J, van Rooyen M, Cameron D. Using an audit of medical student behavior to inform curriculum change. Teach Learn Med,2010, 22(3):209-213.
8Kanakala V, Bawa S, Gallagher P, et al. Outcome of patients in laparoscopic training courses compared to standard patients.Surgeon, 2010, 8(3):132-135.
9肖马,白璐,朱勇.标准化病人在医学类独立学院临床教学中应用的探索.医学信息:上旬刊, 2011, 24(12):137-138.
10Swiggart WH, Ghulyan MV, Dewey CM. Using standardized patients in continuing medical education courses on proper prescribing of controlled substances. Subst Abus, 2012, 33(2):182-185.
11MacPherson A, Lawrie I, Collins S, et al. Teaching the difficult-to-teach topics. BMJ Support Palliat Care, 2014, 4(1):87-91.
12Jansen KL, Rosenbaum ME. The state of communication education in family medicine residencies. Fam Med, 2016, 48(6):445-451.
13Alavi A, Amjadi N. A review on considerations needed educating new physicians. J Med Life, 2015, 8(Spec Iss 3):1-5.
14Stoklosa H, Lyman M, Bohnert C, et al. Medical education and human trafficking:using simulation. Med Educ Online, 2017,22(1):1412746.
15Kushner RF, Zeiss DM, Feinglass JM, et al. An obesity educational intervention for medical students addressing weight bias and communication skills using standardized patients. BMC Med Educ,2014, 14:53.
16Downar J, McNaughton N, Abdelhalim T, et al. Standardized patient simulation versus didactic teaching alone for improving residents’ communication skills when discussing goals of care and resuscitation:a randomized controlled trial. Palliat Med, 2017,31(2):130-139.
2谭惠文,余叶蓉,左川.留学生临床诊断学教学的实践和体会.华西医学, 2016, 31(8):1434-1436.
3张冬梅,张卫茹,吴静,等.医学留学生诊断学全英语教学实践与研究.中国高等医学教育, 2016(1):42-43.
4马翔,阿迪拉·阿扎提,马依彤.医学留学生内科学教学实践的探索与思考.新疆医科大学学报, 2009, 32(3):367.
5王晓戎,盛红,汪兴洲,等.标准化病人在我国临床医学教学中应用现状文献分析.辽宁中医药大学学报, 2010, 12(6):32-34.
6Peluso MJ, van Schalkwyk S, Kellett A, et al. Reframing undergraduate medical education in global health:rationale and key principles from the Bellagio Global Health Education Initiative.Med Teach, 2017, 39(6):639-645.
7Blitz J, van Rooyen M, Cameron D. Using an audit of medical student behavior to inform curriculum change. Teach Learn Med,2010, 22(3):209-213.
8Kanakala V, Bawa S, Gallagher P, et al. Outcome of patients in laparoscopic training courses compared to standard patients.Surgeon, 2010, 8(3):132-135.
9肖马,白璐,朱勇.标准化病人在医学类独立学院临床教学中应用的探索.医学信息:上旬刊, 2011, 24(12):137-138.
10Swiggart WH, Ghulyan MV, Dewey CM. Using standardized patients in continuing medical education courses on proper prescribing of controlled substances. Subst Abus, 2012, 33(2):182-185.
11MacPherson A, Lawrie I, Collins S, et al. Teaching the difficult-to-teach topics. BMJ Support Palliat Care, 2014, 4(1):87-91.
12Jansen KL, Rosenbaum ME. The state of communication education in family medicine residencies. Fam Med, 2016, 48(6):445-451.
13Alavi A, Amjadi N. A review on considerations needed educating new physicians. J Med Life, 2015, 8(Spec Iss 3):1-5.
14Stoklosa H, Lyman M, Bohnert C, et al. Medical education and human trafficking:using simulation. Med Educ Online, 2017,22(1):1412746.
15Kushner RF, Zeiss DM, Feinglass JM, et al. An obesity educational intervention for medical students addressing weight bias and communication skills using standardized patients. BMC Med Educ,2014, 14:53.
16Downar J, McNaughton N, Abdelhalim T, et al. Standardized patient simulation versus didactic teaching alone for improving residents’ communication skills when discussing goals of care and resuscitation:a randomized controlled trial. Palliat Med, 2017,31(2):130-139.