基于SBAR沟通模式的临床专业实习生带教工作模式的思考  

Thoughts on Teaching Mode of Clinical Interns Based on SBAR Mode

作　　者：王保国[1] 曹奕[1] 陈倩倩[1] 徐国勇[1] 张静波[1] 贾泽坤[1] 马月[1] WANG Baoguo;CAO Yi;CHEN Qianqian;XU Guoyong;ZHANG Jingbo;JIA Zekun;MA Yue(Department of Encephalopathy,the Second Affiliated Hospital of Anhui University of Chinese Medicine,Anhui Province,Hefei 230061,China)

机构地区：[1]安徽中医药大学第二附属医院脑病六科,安徽合肥230061

出　　处：《中国中医药现代远程教育》2022年第22期172-174,共3页Chinese Medicine Modern Distance Education of China

基　　金：安徽中医药大学教学研究项目【No.2018xjjy_yb019】;安徽中医药大学第二附属医院第二周期名医工程项目。

摘　　要：目的 探究临床专业本科实习生带教工作模式。方法 择取研究对象为安徽中医药大学第二附属医院医学院2016级临床专业本科实习生,共60名,按照数字表达法分为2个组别,其中30名实习生接受传统临床带教模式作为对照组,另外30名实习生接受SBAR沟通模式作为观察组,将2组实习生教学后的理论知识、病史采集、病例分析、考试处理等考核评分以及教学满意度进行对比。结果 经检验统计,观察组实习生的理论知识、病史采集、病例分析、考试处理考核评分明显比对照组考核评分高;观察组教学总满意度为96.7%(29/30),对照组教学总满意度为66.7%(20/30),2组临床专业本科实习生带教效果差异有统计学意义(P<0.05)。结论 在临床专业本科实习生带教工作中应用SBAR沟通模式能够有效地提高临床带教工作的效率和质量,提升实习生的理论知识能力以及病史采集能力等,充分调动学习积极性,提高教学满意度,是一项值得积极推广的应用。Objective To explore the thinking and exploration of teaching mode for clinical interns. Methods A total of 60 undergraduate interns with clinical specialty in Grade 2016 from the Second Affiliated Hospital of Anhui University of Chinese Medicine were selected and divided into two groups according to the digital expression method, of which 30 interns received the traditional clinical teaching model as the control group and the other 30 interns received the SBAR communication teaching model as the observation group. The assessment scores such as theoretical knowledge, medical history collection, case analysis, examination processing, and teaching satisfaction after teaching were compared between the two groups of interns. Results The scores of theoretical knowledge, medical history collection, case analysis and examination processing of interns in the observation group were significantly higher than those in the control group. The teaching total satisfaction rate was 96.7%(29/30) in the observation group and 66.7%(20/30) in the control group. There was significant difference in the teaching effect between the two groups(P<0.05). Conclusion The application of SBAR communication teaching model in the teaching work mode of clinical undergraduate interns can effectively improve the work efficiency and quality of clinical teaching, improve the theoretical knowledge ability and medical history collection ability of interns, fully mobilize the learning enthusiasm and improve the teaching satisfaction, which is an application worthy of active promotion.

关 键 词：临床专业本科 带教工作 教学 

分 类 号：R-4[医药卫生] G642.44[文化科学—高等教育学]