人文教育对全科医学生实习效果的观察
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摘要
目的探讨人文教育对全科医学生在神经内科实习的效果评价。方法选取2013级我校所有全科医学专业学生68例作为研究对象,随机分为观察组(34例)和对照组(34例),两组实习生均在神经内科进行临床实习,观察组实习生在此基础上,增加人文素质教育内容。出科前评价两组实习生的人文素质能力、临床实习效果以及实习满意度。结果观察组实习生医德医风素养(96.75±2.08)分、沟通交流能力(88.69±6.18)分、医学法律常识(86.04±6.75)分以及团队协作能力(92.15±5.68)分等人文素质教育的评分均高于对照组,差异有统计学意义(P <0.05);观察组实习生临床知识得分(91.59±4.68)分、综合能力评价得分(92.27±6.28)分以及实习满意度评分(4.62±0.33)分均高于对照组,差异有统计学意义(P <0.05)。结论全科医学实习生在神经内科接受人文素质课程学习后,可有效提高人文素质以及临床实习效果。
Objective To explore the practice effect of humanities education on general medical students in neurology. Methods 68 students of the general medical in grade 2013 were randomly divided into observation group(34 cases) and control group(34 cases). Both groups of students were conducted clinical practice in the department of neurology, and the students of observation group were increased the content of humanities education on this basis. The humanistic competence, clinical practice effect and practice satisfaction of the two groups were evaluated before the end of the practice. Results The medical ethics(96.75±2.08) points, communication skills(88.69±6.18) points, medical legal knowledge(86.04±6.75) points and teamwork ability(92.15±5.68) points in the observation group were significantly higher than the control group, the difference was statistically significant(P < 0.05). The clinical knowledge score(91.59±4.68) points,comprehensive ability evaluation score(92.27±6.28) points and internship satisfaction score(4.62±0.33) points in the observation group were significantly higher than the control group, the difference was statistically significant(P < 0.05). Conclusion The humanistic quality and clinical practice of the general medical students after studying the humanities quality course in neurology.
Objective To explore the practice effect of humanities education on general medical students in neurology. Methods 68 students of the general medical in grade 2013 were randomly divided into observation group(34 cases) and control group(34 cases). Both groups of students were conducted clinical practice in the department of neurology, and the students of observation group were increased the content of humanities education on this basis. The humanistic competence, clinical practice effect and practice satisfaction of the two groups were evaluated before the end of the practice. Results The medical ethics(96.75±2.08) points, communication skills(88.69±6.18) points, medical legal knowledge(86.04±6.75) points and teamwork ability(92.15±5.68) points in the observation group were significantly higher than the control group, the difference was statistically significant(P < 0.05). The clinical knowledge score(91.59±4.68) points,comprehensive ability evaluation score(92.27±6.28) points and internship satisfaction score(4.62±0.33) points in the observation group were significantly higher than the control group, the difference was statistically significant(P < 0.05). Conclusion The humanistic quality and clinical practice of the general medical students after studying the humanities quality course in neurology.
引文
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[12]伍思婷,鲁向辉,林佳才,等.以医学人文教育引导神经内科住院医师规范化培训的实践探讨[J].现代医药卫生,2017,33(8):1257-1259.
[2]郑联合,王育才.临床实习医生医患沟通技巧的培养[J].基础医学教育,2014,16(3):217-219.
[3]王雷刚,游滢滢,李翠华,等.临床实习期医学生人文素质培养的困境与探索[J].西北医学教育,2015,23(5):783-785.
[4]范珍明.临床实习教学中医学生人文素质的培养[J].医学临床研究,2015,32(9):1801-1803.
[5]卢金婧,张耐思,崔乐乐,等. PBL教学方法在全科医学实习教学中的运用[J].中国继续医学教育,2017,9(2):23-25.
[6]李珞畅,陈鸿雁,何英,等.全科医学师资强化教学能力培训方案的实践效果评价研究[J].中国全科医学,2016,19(22):2691-2695.
[7]冯妍,杨继涛,王以新,等.医学本科生开展全科医学通识教育培训模式和方法的探索研究[J].继续医学教育,2016,30(11):26-28.
[8]吕青波,刘翔,邵奇鑫,等.医学院校医学人文教育现状调查与对策分析[J].中国医学伦理学,2015,28(6):986-989.
[9]陆媛,于德华,潘莹,等.加强全科医师规范化培训中人文素质教育的探索[J].全科医学临床与教育,2015,13(5):484-484.
[10]沈璐,赵家义,韩一平,等.医学人文素质教育在全科医师中的实践[J].解放军医院管理杂,2016,23(11):1067-1068,1070.
[11]廖正步.探究人文教育对医学生神经外科实习效果的影响[J].继续医学教育,2015,29(5):19-21.
[12]伍思婷,鲁向辉,林佳才,等.以医学人文教育引导神经内科住院医师规范化培训的实践探讨[J].现代医药卫生,2017,33(8):1257-1259.