TSP教学法在医学生医患沟通能力培训中的应用研究
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摘要
目的探讨教师标准化病人(TSP)教学法在医学生医患沟通能力培训中的价值及效果,为TSP教学法的临床教学推广奠定基础。方法选取2016年10月—2017年12月在皖南医学院第二附属医院临床学院实习的临床医学专业30名本科生为研究对象,采用随机数字表的方式分为TSP教学法组(试验组)和传统教学法组(对照组),每组各15名。两组分别采用TSP教学法及传统教学法对医学生进行医患沟通能力培训。培训结束后,使用SEGUE量表对医学生医患沟通能力进行评价。结果 TSP教学法医学生的SEGUE评分为(17.8±2.0)分,传统教学法医学生的SEGUE评分为(12.2±1.8)分,两组相比,差异具有统计学意义(P <0.001)。结论 TSP教学法能显著提升医学生医患沟通能力,可以在临床各专业中推广应用。
Objective To explore the value and effect of teacher standardized patient(TSP) teaching method in doctor-patient communication skills training with medical students. Methods 30 undergraduates majoring in clinical medicine practicing in the Second Affiliated Hospital of Wannan Medical College from October 2016 to December 2017 were selected as subjects. The method of random number table was divided into TSP teaching method group(experimental group) and traditional teaching method group(control group), 15 undergraduates in each group. The two groups used TSP teaching method and traditional teaching method respectively to train medical students in doctor-patient communication ability. After the training, the SEGUE scale was used to evaluate the communication ability of medical students. Results The SEGUE score of medical students in TSP teaching method was(17.8±2.0) points. The SEGUE score of medical students in traditional teaching method was(12.2±1.8) points. There was a significant difference between the two groups(P < 0.001). Conclusions TSP teaching method can significantly improve the doctor-patient communication ability of medical students, and it can be widely used in various clinical specialties.
Objective To explore the value and effect of teacher standardized patient(TSP) teaching method in doctor-patient communication skills training with medical students. Methods 30 undergraduates majoring in clinical medicine practicing in the Second Affiliated Hospital of Wannan Medical College from October 2016 to December 2017 were selected as subjects. The method of random number table was divided into TSP teaching method group(experimental group) and traditional teaching method group(control group), 15 undergraduates in each group. The two groups used TSP teaching method and traditional teaching method respectively to train medical students in doctor-patient communication ability. After the training, the SEGUE scale was used to evaluate the communication ability of medical students. Results The SEGUE score of medical students in TSP teaching method was(17.8±2.0) points. The SEGUE score of medical students in traditional teaching method was(12.2±1.8) points. There was a significant difference between the two groups(P < 0.001). Conclusions TSP teaching method can significantly improve the doctor-patient communication ability of medical students, and it can be widely used in various clinical specialties.
引文
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[12]黄晓巍,周言,买合甫拜·艾山,等.标准化病人教学模式对妇产科临床教学效果的影响[J].中国继续医学教育,2018,10(15):10-11.
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[14]宋娟,张淑芬.教师模拟标准化患者在妇产科教学中的应用[J].临床医学研究与实践,2016,1(12):193-194.
[15]伊超,于海明,杜爱平,等.教师标准化病人对神经外科实习医师医患沟通能力的影响[J].中国卫生产业,2016,13(21):110-112.
[2]涂长玲,王羽丰,江波,等.标准化病人在肿瘤专业医学生医患沟通临床教学中的应用[J].中外医学研究,2017,15(27):160-161.
[3]肖峰,程劲松.以写作模式心理干预技术培养学生医患沟通及临床决策能力[J].医学与哲学,2017,38(18):91-93.
[4]童兴瑜,尤纱纱,何斌.医患沟通教学新模式的探索[J].广州医科大学学报,2018,46(1):65-67.
[5]朱前进,曹姣玲.教师标准化病人、学生标准化病人在临床护理教学中的应用[J].卫生职业教育,2015,33(7):70-72.
[6]张媛媛,朱明玥,高冬梅,等.教师标准化病人在妇产科教学实践中的应用[J].中国医药导报,2018,15(1):145-149.
[7]Makoul G. The SEGUE Framework for teaching and assessing communication skills[J]. Patient Educ Couns,2001,45(1):23-34.
[8]杨健,宁玉文,殷进功.基于SEGUE量表的医学生医患沟通能力评价[J].医学教育研究与实践,2018,26(3):419-421,442.
[9]申丽君,孙刚.基于SEGUE量表的医生医患沟通技能评价研究[J].中国全科医学,2017,20(16):1998-2002.
[10]陈恺,马秉福,李瑞丰.应用标准化病人对医学生医师职业精神的评测方法初探[J].医学与哲学,2016,37(11):37-40.
[11]张文娟,陈海菊,李志庆.标准化病人在内科临床教学中的应用探讨[J].中国继续医学教育,2018,10(27):20-22.
[12]黄晓巍,周言,买合甫拜·艾山,等.标准化病人教学模式对妇产科临床教学效果的影响[J].中国继续医学教育,2018,10(15):10-11.
[13]董静,于庆,陈述,等.教师标准化患者在神经内科临床教学工作中的应用研究[J].中国卫生产业,2018,15(3):98-99,102.
[14]宋娟,张淑芬.教师模拟标准化患者在妇产科教学中的应用[J].临床医学研究与实践,2016,1(12):193-194.
[15]伊超,于海明,杜爱平,等.教师标准化病人对神经外科实习医师医患沟通能力的影响[J].中国卫生产业,2016,13(21):110-112.