基于叙事医学的儿科学医患沟通教学实践  

Teaching Narrative Medicine basedDoctor-patient Communication

作　　者：孙凤杰[1] 佟德民[1] 蔺增榕[1] 李娟[1] 严清华 Sun Fengjie;Tong Demin;Lin Zengrong(The Fifth Clinical College of Guangzhou Medical University,Guangzhou 510700,Guangdong,China)

机构地区：[1]广州医科大学第五临床学院,广东广州510700

出　　处：《中国高等医学教育》2020年第8期70-71,共2页China Higher Medical Education

基　　金：广东省临床教学基地教学改革研究项目(No.2018JD035);广州医科大学教育科学“十三五”规划课题(No.20180115);广州市青少年科技教育项目(No.KP2019093)。

摘　　要：目的:探讨叙事医学在儿科学医患沟通教学的实证研究。方法:本专业学生120人平均分为对照组、实验组;对照组采用教师授课"医患沟通课程";实验组采用阅读医学影视作品及访谈患儿家属等环节;上述两组学生分别填写SEGUE量表与《医学生沟通能力量表》、进行问卷调查。结果:实验组中高分数学生及其沟通能力、对教学内容满意度均高于对照组(P<0.05)。结论:叙事医学可提高医学生的医患沟通能力,为深层次探索医患沟通培养方面奠定基础。Objective:Study on Narrative Medicine in the Teaching of Doctor-patient Communication in Pediatrics.Methods:An average of 120 students were divided into traditional teaching method and narrative medicine group;traditional teaching method used teachers to teach doctor-patient communication course;narrative medicine group used reading medical film and Interviews with children’s families and other links;the above two groups of students completed the SEGUE scale and medical students communication power table,questionnaire survey.Results:High score students in narrative medicine group and their communication ability and satisfaction with teaching content were higher than those in traditional teaching method(P<0.05).Conclusion Narrative medicine could improve the doctor-patient communication ability of medical students and lay a foundation for deep exploration of the cultivation of doctor-patient communication.

关 键 词：叙事医学 儿科学 医患沟通教学 实践 

分 类 号：G642.0[文化科学—高等教育学]