同伴教育模式在医学生外科临床实习中的作用
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摘要
目的探讨同伴教育模式在医学生外科临床实习中的作用。方法选择2017年1月—2018年12月某医院外科的临床实习生100名和60例患者作为研究资料。将100名实习生随机分为两组,每组各50名。对照组采用常规教育模式,观察组采用同伴教育模式。评价两组实习生成绩及患者对实习生医疗的满意度。结果观察组实习生成绩高于对照组,差异具有统计学意义(P <0.05);患者对观察组实习生的医疗满意度为98.33%,高于对照组的86.67%,差异具有统计学意义(P<0.05)。结论在医学生外科临床实习中实施同伴教育模式对提高实习生成绩有明显作用,提高其医疗水平和医疗服务水平,获得患者的高度认可,利于拉近医患关系,具有较高的教育意义,为临床提供高素质人才。
Objective To explore the role of peer education model in clinical practice of medical students. Methods A total of 100 clinical interns and 60 patients from January 2017 to December 2018 were selected as the research data. 100 interns were randomly divided into two groups, 50 interns in each group. The control group was given routine education.The observation group adopted the peer education model. The results of the two groups of interns and patients' satisfaction with interns' medical treatment were evaluated. Results The scores of interns in the observation group were higher than those in the control group, and the difference was statistically significant(P < 0.05). The medical satisfaction of the interns in the observation group was 98.33%, which was higher than 86.67% in the control group(P < 0.05). Conclusion The implementation of the peer education model in clinical practice of medical students' surgery has a significant effect on improving the performance of interns, improving their medical level and medical service level, obtaining high recognition from patients, and facilitating the close relationship between doctors and patients, which has a high educational significance, to provide high-quality talent for the clinic.
Objective To explore the role of peer education model in clinical practice of medical students. Methods A total of 100 clinical interns and 60 patients from January 2017 to December 2018 were selected as the research data. 100 interns were randomly divided into two groups, 50 interns in each group. The control group was given routine education.The observation group adopted the peer education model. The results of the two groups of interns and patients' satisfaction with interns' medical treatment were evaluated. Results The scores of interns in the observation group were higher than those in the control group, and the difference was statistically significant(P < 0.05). The medical satisfaction of the interns in the observation group was 98.33%, which was higher than 86.67% in the control group(P < 0.05). Conclusion The implementation of the peer education model in clinical practice of medical students' surgery has a significant effect on improving the performance of interns, improving their medical level and medical service level, obtaining high recognition from patients, and facilitating the close relationship between doctors and patients, which has a high educational significance, to provide high-quality talent for the clinic.
引文
[1]刚君,杜亚琼,张立荣.同伴教育在提高三年制医学生临床实习效果中的应用[J].中国当代医药,2017,24(18):140-142.
[2]蒯小玲,刘肇修,管程齐."1+1+1"临床教学模式在留学生消化内科实习中的应用[J].交通医学,2017,31(1):97-98.
[3]陆秀萍,韦敏頔,韦靖.同伴教育在医院护生艾滋病反歧视教育中的应用[J].中国临床新医学,2017,10(7):688-690.
[4]陈红涛,高娟,王晴,等.同伴教育用于中医特色护理技术临床教学的效果[J].护理学杂志,2017,32(19):11-13.
[5]李延,陈云超,施春柳.同伴教育在手术室护理教学查房中的应用[J].微创医学,2016,11(3):394-396.
[6]韦迪霞.同伴教育在剖宫产产妇母乳喂养中的应用及效果观察[J].重庆医学,2017,46(8):1143-1145.
[7]何绍芳,李依潇,陈楚莹.同伴教育应用于大学生艾滋病/安全性行为健康教育的效果评价[J].保健医学研究与实践,2017,14(1):36-41.
[8]王亚婷,王亚婷,曹梅娟.同伴教育在护理教学中的应用研究进展[J].中华护理教育,2016,13(10):782-785.
[9]黄明群.同伴教育模式对社区老年代谢综合征患者相关指标的影响[J].检验医学与临床,2016,13(5):683-685.
[10]连大帅,洪翔,李珊,等.同伴教育模式在大学生性教育中的应用效果评价[J].中国学校卫生,2016,37(5):760-763.
[11]李延,陈云超,施春柳,等.同伴教育在手术室护理教学查房中的应用[J].微创医学,2016,11(3):394-396.
[12]崔康宁,何军,詹咏梅,等.基于同伴教育对急救知识普及和技能提升效果的探索[J].中国急救复苏与灾害医学杂志,2017,12(2):185-187.
[2]蒯小玲,刘肇修,管程齐."1+1+1"临床教学模式在留学生消化内科实习中的应用[J].交通医学,2017,31(1):97-98.
[3]陆秀萍,韦敏頔,韦靖.同伴教育在医院护生艾滋病反歧视教育中的应用[J].中国临床新医学,2017,10(7):688-690.
[4]陈红涛,高娟,王晴,等.同伴教育用于中医特色护理技术临床教学的效果[J].护理学杂志,2017,32(19):11-13.
[5]李延,陈云超,施春柳.同伴教育在手术室护理教学查房中的应用[J].微创医学,2016,11(3):394-396.
[6]韦迪霞.同伴教育在剖宫产产妇母乳喂养中的应用及效果观察[J].重庆医学,2017,46(8):1143-1145.
[7]何绍芳,李依潇,陈楚莹.同伴教育应用于大学生艾滋病/安全性行为健康教育的效果评价[J].保健医学研究与实践,2017,14(1):36-41.
[8]王亚婷,王亚婷,曹梅娟.同伴教育在护理教学中的应用研究进展[J].中华护理教育,2016,13(10):782-785.
[9]黄明群.同伴教育模式对社区老年代谢综合征患者相关指标的影响[J].检验医学与临床,2016,13(5):683-685.
[10]连大帅,洪翔,李珊,等.同伴教育模式在大学生性教育中的应用效果评价[J].中国学校卫生,2016,37(5):760-763.
[11]李延,陈云超,施春柳,等.同伴教育在手术室护理教学查房中的应用[J].微创医学,2016,11(3):394-396.
[12]崔康宁,何军,詹咏梅,等.基于同伴教育对急救知识普及和技能提升效果的探索[J].中国急救复苏与灾害医学杂志,2017,12(2):185-187.