SOAP方法在儿科学专业学位研究生临床思维培养中的作用  

Effect of SOAP Method in the Training of Clinical Thinking of Pediatric Graduate Students with Professional Degree

作　　者：单鸣凤[1] 周凯[1] 高红[2] 李素梅 唐维兵 田野[1] 黄瑞欧 陈鸿健[1] 石小华 曹黎明[1] SHAN Mingfeng;ZHOU Kai;GAO Hong;LI Sumei;TANG Weibing;TIAN Ye;HUANG Ruiou;CHEN Hongjian;SHI Xiaohua;CAO Liming(Department of Infection,Children’s Hospital;Department of Education,Children’s Hospital;School of Pediatrics,Nanjing Medical University,Nanjing 210019,China)

机构地区：[1]南京医科大学附属儿童医院感染科,江苏南京210019 [2]南京医科大学附属儿童医院教育科,江苏南京210019 [3]南京医科大学儿科学院,江苏南京210019

出　　处：《医学教育研究与实践》2024年第3期342-348,共7页Medical Education Research and Practice

基　　金：2021年江苏省高等教育学会十四五高等教育科学研究规划课题(YB008);南京医科大学研究生教育研究课题(2021YJSZC045)。

摘　　要：目的探讨SOAP(Subjective-Objective-Assessment-Plan)方法对儿科学专业学位研究生临床思维的作用以及学生满意度状况。方法选取南京医科大学73名儿科学专业学位研究生为研究对象,随机分为SOAP组(n=36)与传统组(n=37),分别给予SOAP方法和传统方法培训后,比较两组学生的考核成绩。最后通过问卷调查了解学生的满意度状况。结果培训后学生的病历书写成绩,SOAP组与传统组相比,主观资料(完整性和条理性)、客观资料(完整性)、评估(完整性和条理性)、计划(完整性和条理性),以及反思方面均有统计学差异(t=7.71、4.75、4.07、7.71、5.56、7.72、5.14、2.02,P<0.05);病例汇报成绩,SOAP组在多个方面(主观资料、客观资料、评估、计划、反思、面谈技巧、专业素养,以及整体能力)的成绩均明显高于传统组,均具有统计学意义(t=4.08、2.34、5.93、6.54、3.78、5.16、4.93、6.19,P<0.05);SOAP组学生对教学效果的满意度更高。对于教学过程中的教师态度、教学水平、教学针对性、教学方法,以及自我满意方面的满意度,SOAP组亦更胜一筹(χ^(2)=4.13、6.82、9.97、8.13、5.68,P<0.05);在学习时长、实践机会和临床适应情况方面,两组学生的满意度无明显差异。结论SOAP方法为医学生提供更规范的临床思维模式,可提升学生临床思维的深度、广度和规范性。在儿科临床教学上的应用必然会迎来新的曙光。Objective To investigate the effect of SOAP(Subjective-Objective-Assessment-Plan,SOAP)method on clinical thinking of pediatric graduate students with professional degree and their satisfaction.Methods 73 pediatric graduate students with professional degree were selected as the research objects and randomly divided into the SOAP group(n=36)which was taught by SOAP method and the traditional group(n=37)which adapeted traditional method.After the training,the examination results of the two groups were compared.Finally,students’satisfaction was obtained through questionnaire survey.Results After the training,comparing students’scores in writing medical record,significant difference existed between the SOAP group and the traditional group in terms of subjective materials(completeness and logic),objective materials(completeness),evaluation(completeness and logic),planning(completeness and logic)and reflection(t=7.71,4.75,4.07,7.71,5.56,7.72,5.14,2.02,P<0.05).In the aspect of scores of case report,the SOAP group achieved significantly better scores than the traditional group in terms of subjective and objective materials,evaluation,planning,reflection,interview skills,professional literacy and overall ability,and the difference was statistically significant(t=4.08,2.34,5.93,6.54,3.78,5.16,4.93,6.19,P<0.05).Students in the SOAP group have higher satisfaction with the teaching effect.In terms of teacher’s attitude,teaching level,teaching pertinence,teaching methods and self-satisfaction,the SOAP group was superior(χ2=4.13,6.82,9.97,8.13,5.68,P<0.05),but there was no significant difference between the two groups in terms of learning time,practical opportunities and clinical adaptation.Conclusion SOAP method provides more standardized clinical thinking mode for medical students,and improves the depth,breadth and standardization of students’clinical thinking.The application in pediatric clinical teaching is bound to meet bright future.

关 键 词：SOAP方法 儿科学 临床思维 满意度 

分 类 号：G642.0[文化科学—高等教育学]