标准化患者在精神病学临床实践教学中的应用
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摘要
目的探讨标准化患者(SP)结合精神检查技能在精神病学临床实践教学中的应用。方法选取2017年3~7月沈阳医学院大四临床医学专业本科学习《精神病学》的课间实习学生,随机抽取两个班级,分为实验组和对照组(传统组),每组各31名,实验组用精神检查提纲结合SP实习,对照组按照常规方法床旁实习。分析和比较两组学生的理论考试成绩、学生对实习方法评价以及老师对学生课间实习情况。结果实验组理论考试成绩平均分明显高于对照组,差异有统计学意义(P <0.05);两组理论考试成绩>90分、80~90分、70~79分、<70分的人数比较,差异有高度统计学意义(P <0.01);问卷调查结果显示实习气氛、实际操作、对学习兴趣的帮助、实际操作能力、实习内容、合作协调能力、独立思考、以及归纳总结能力等方面评分实验组高于对照组,差异有统计学意义(P <0.05)。结论将SP结合的精神检查技能训练应用于《精神病学》课间实习,实操性强,能够提高学生对理论内容的理解,锻炼学生的沟通能力、协作能力,具有重要应用价值。
Objective To explore the application of standardized patients(SP) combined with psychiatric examination skills in clinical practice teaching of psychiatry. Methods From March to July 2017, the interns of Psychiatry in the senior clinical medicine major of Shenyang Medical College were randomly selected from two classes and divided into experimental group and control group(traditional group) with 31 students in each group. The experimental group was given a psychiatric examination outline combined with SP practice, and the control group was giren the traditional bedside practice method. To analysis and comparison of two groups of students′ theoretical examination results, students′evaluation of practice methods and teachers′ evaluation of students′ practice during class. Results The average score of theoretical examination in the experimental group was significantly higher than that in the control group, with statistical significance(P < 0.05). The comparison of the numbers of the two groups in the four scores >90 points, 80-90 points,70-79 points and <70 points showed high statistical significance(P < 0.01); the results of questionnaire survey showed that the experimental group was superior to the control group in terms of practice atmosphere, actual operation, learning interest, practical ability, practice content, cooperation and coordination ability, independent thinking, and induction and summary ability, with statistical significance(P < 0.05). Conclusion The application of SP combined with psychiatric examination skill training in Psychiatry practice during the break is practical, can improve students′ understanding of theoretical content, exercise students′ communication and collaboration ability, and it has important application value.
Objective To explore the application of standardized patients(SP) combined with psychiatric examination skills in clinical practice teaching of psychiatry. Methods From March to July 2017, the interns of Psychiatry in the senior clinical medicine major of Shenyang Medical College were randomly selected from two classes and divided into experimental group and control group(traditional group) with 31 students in each group. The experimental group was given a psychiatric examination outline combined with SP practice, and the control group was giren the traditional bedside practice method. To analysis and comparison of two groups of students′ theoretical examination results, students′evaluation of practice methods and teachers′ evaluation of students′ practice during class. Results The average score of theoretical examination in the experimental group was significantly higher than that in the control group, with statistical significance(P < 0.05). The comparison of the numbers of the two groups in the four scores >90 points, 80-90 points,70-79 points and <70 points showed high statistical significance(P < 0.01); the results of questionnaire survey showed that the experimental group was superior to the control group in terms of practice atmosphere, actual operation, learning interest, practical ability, practice content, cooperation and coordination ability, independent thinking, and induction and summary ability, with statistical significance(P < 0.05). Conclusion The application of SP combined with psychiatric examination skill training in Psychiatry practice during the break is practical, can improve students′ understanding of theoretical content, exercise students′ communication and collaboration ability, and it has important application value.
引文
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[3]刘淑红.标准化患者在精神科护士培训中的应用[J].中国卫生产业,2016(17):34.
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[8]王莹,房国祥.标准化患者在精神病学PBL教学中的应用[J].中华神经外科疾病研究杂志,2016,15(4):356-357.
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[10]张冬红,王剑英,张朝辉,等.案例教学法联合标准化患者在精神科护理教学中的应用[J].中华护理教育,2017,14(1):8.
[11]田敏,刘峰,陶俊荣,等.影响患者安全的护理组织因素及其权重分析[J].中华护理杂志,2015,12(7):546-550.
[12] Shirazi M,Labaf A,Monjazebi F,et al. Assessing medical students′communication skills by the use of standardized patients:emphasizing standardized patients′quality assurance[J]. Acad Psychiatry,2014,38(3):354-360.
[13]谢海庭,申伟,李忠丽.教师作为标准化患者在神经系统体格检查教学中的应用[J].中国继续医学教育,2017,9(13):36.
[14]董凯生,谭秀萍,袁永清,等.简易标准化患者在人际沟通课程中的应用研究[J].中华护理教育,2015,12(6):442-443.
[15]吕学军,刘俊彦,赵维,等.标准化患者在呼吸科住院医生规范化培训中的应用[J].卫生执业教育,2016,34(24):78-79.
[16]武建利,杨蓉,李芳.学生标准化患者在住院医师规范化培训产科教学中的应用[J].新疆医学,2017,47(9):1088-1090.
[17]陈亮,夏秀萍,何达.标准化患者在助理全科医生门诊接诊能力培训中的应用效果分析[J].中华全科医学杂志,2015,14(10):790-793
[18]郭燕,张佳佳.标准化患者在临床实践教学中的应用[J].光明中医,2014(8):1777-1779.
[19]韦思明.标准化患者在医学教育中的应用[J].教育教学论坛,2014,6(5):158.
[20]郑海智,赵拴枝,孟晶莹,等.教师标准化患者在诊断学技能培训与考核中的应用探索[J].内蒙古医科大学学报,2014,10(36):916-917.
[2] Larsen DP,Butler AC,Lawson AL,et al. The importance of seeing the patient test-enhanced learning with standardized patients and written tests improves clincal applicatron of knowledge[J]. Advances in Health Sciences Education,2013,18(3):409-425.
[3]刘淑红.标准化患者在精神科护士培训中的应用[J].中国卫生产业,2016(17):34.
[4]陈慎,李蓉,陈洁,等.标准化患者在社区医患沟通能力教学中的应用[J].中华全科医学,2015,13(1):123-125.
[5]李凌江,陆林,王高华,等.精神病学[M].北京:人民卫生出版社,2016:55-56.
[6]李晓虹,周方.客观结构化临床考试在北京市精神科住院医师临床技能考核中的应用[J].中国医药导报,2014,11(27):166.
[7]谢侃侃,罗小年.精神状况检查的几个误区[J].临床精神医学杂志,2014,24(3):214-215.
[8]王莹,房国祥.标准化患者在精神病学PBL教学中的应用[J].中华神经外科疾病研究杂志,2016,15(4):356-357.
[9]吴彦,王韵,方华,等.标准化患者在精神病学教学中的应用[J].中国高等医学教育,2013,11:72-73.
[10]张冬红,王剑英,张朝辉,等.案例教学法联合标准化患者在精神科护理教学中的应用[J].中华护理教育,2017,14(1):8.
[11]田敏,刘峰,陶俊荣,等.影响患者安全的护理组织因素及其权重分析[J].中华护理杂志,2015,12(7):546-550.
[12] Shirazi M,Labaf A,Monjazebi F,et al. Assessing medical students′communication skills by the use of standardized patients:emphasizing standardized patients′quality assurance[J]. Acad Psychiatry,2014,38(3):354-360.
[13]谢海庭,申伟,李忠丽.教师作为标准化患者在神经系统体格检查教学中的应用[J].中国继续医学教育,2017,9(13):36.
[14]董凯生,谭秀萍,袁永清,等.简易标准化患者在人际沟通课程中的应用研究[J].中华护理教育,2015,12(6):442-443.
[15]吕学军,刘俊彦,赵维,等.标准化患者在呼吸科住院医生规范化培训中的应用[J].卫生执业教育,2016,34(24):78-79.
[16]武建利,杨蓉,李芳.学生标准化患者在住院医师规范化培训产科教学中的应用[J].新疆医学,2017,47(9):1088-1090.
[17]陈亮,夏秀萍,何达.标准化患者在助理全科医生门诊接诊能力培训中的应用效果分析[J].中华全科医学杂志,2015,14(10):790-793
[18]郭燕,张佳佳.标准化患者在临床实践教学中的应用[J].光明中医,2014(8):1777-1779.
[19]韦思明.标准化患者在医学教育中的应用[J].教育教学论坛,2014,6(5):158.
[20]郑海智,赵拴枝,孟晶莹,等.教师标准化患者在诊断学技能培训与考核中的应用探索[J].内蒙古医科大学学报,2014,10(36):916-917.