以PBL为基础的情景模拟教学在儿童血液科沟通能力培训中的应用  

Application of scenario simulation teaching based on PBL in communication ability training of Pediatric Hematology Department

作　　者：孔令军[1] 褚培培 黄洁[1] 丁欣[1] 胡绍燕[1] 郭宏卿[1] Kong Lingjun;Chu Peipei;Huang Jie;Ding Xin;Hu Shaoyan;Guo Hongqing(Department of Hematology,Children's Hospital of Soochow University,Suzhou 215003,China;Department of Internal Medicine,Children's Hospital of Wujiang District,Suzhou 215200,China)

机构地区：[1]苏州大学附属儿童医院血液科,苏州215003 [2]苏州市吴江区儿童医院儿内科,苏州215200

出　　处：《中华医学教育探索杂志》2023年第7期1047-1050,共4页Chinese Journal of Medical Education Research

基　　金：苏州市2020年度第二十九批科技发展计划(民生科技)项目(SYS2020153);中华国际医学交流基金会中青年医学研究专项基金2020年度抗感染领域科研资助项目(Z-2018-35-2003);2020年苏州市“科教兴卫”青年科技项目(KJXW2020078)。

摘　　要：目的探讨以PBL为基础的情景模拟教学在儿童血液科沟通能力培训中的应用。方法对在苏州大学附属儿童医院血液科进行住院医师规范化培训的学员进行医患沟通能力的培训。所有学员采用抽签的方式随机分为对照组24人及观察组24人。对照组采用传统的讲述式教学;观察组采用PBL联合情景模拟教学。应用利物浦医师沟通能力评价量表(Liverpool communication skills assessment scale,LCSAS)中文修订版评估比较两组自身在培训前及培训后的差异,以及两组在培训后的差异;并调查学员对这两种教学方法的认可程度;最后通过出科考试成绩评估医师对儿童血液科知识的掌握程度。通过SPSS 20.0软件进行卡方检验和t检验。结果培训前两组的LCSAS评分分别为(11.61±2.21)、(11.95±2.22),差异无统计学意义(P>0.05);观察组采用以PBL为基础的情景模拟教学培训后,观察组的LCSAS评分为(27.41±2.53)、对照组为(23.30±1.81),两组差异具有统计学意义(P<0.05)。问卷调查结果显示,以PBL为基础的情景模拟教学的好评率为91.67%(22/24),较传统讲述式教学高[62.50%(15/24)],差异具有统计学意义(P<0.05)。出科考试显示,学员经过以PBL为基础的情景模拟教学培训后,对知识的掌握程度更好,分数更高,优秀率为91.67%(22/24),较对照组高[66.67%(16/24)],差异具有统计学意义(P<0.05)。结论采用以PBL为基础的情景模拟教学更能提高儿童血液科住院医师规范化培训学员的沟通能力,提高其对于专业知识的掌握程度,学员对此教学方法的满意度较高。Objective To explore the application of scenario simulation teaching based on PBL in communication skills training of hematology students in Children's Hospital.Methods The training of doctor-patient communication skills was conducted among trainees who had the standardized residency training at the Department of Hematology of the Children's Hospital of Soochow University.All the residents were randomized into the control group and observation group by lottery,with 24 residents in each group.The control group adopted the traditional narrative teaching method,and the observation group adopted PBL combined with scenario simulation teaching method.The Liverpool communication skills assessment scale(LCSAS)was used to compare the differences between the two groups before and after training,and the differences between the two groups after training.Then the degree of residents'recognition of these two teaching methods was investigated.Finally,the examination results were used to evaluate knowledge mastery of doctors in department of hematology.SPSS 20.0 was used for Chi-square test and t-test.Results LCSAS scores of the two groups before training were respectively(11.61±2.21)and(11.95±2.22),with no statistically significant difference(P>0.05).After PBL-based scenario simulation teaching and training in the observation group,the LCSAS score of the observation group(27.41±2.53)was higher than that of the control group(23.30±1.81),and the difference between the two groups was statistically significant(P<0.05).Questionnaire survey results showed that the favorable rating rate of PBL-based scenario simulation teaching was 91.67%(22/24),higher than that of the traditional narrative teaching method[62.50%(15/24)],and the difference was statistically significant(P<0.05).The examination of students'mastery of professional knowledge showed that after the PBL-based scenario simulation teaching and training,the trainees had a better grasp of knowledge and a higher score,with excellence rate of 91.67%(22/24),which was higher tha

关 键 词：PBL 情景模拟 血液科 沟通能力 

分 类 号：R-05[医药卫生]