PBL教学法联合情景模拟在医患沟通教学中的应用  

Application of PBL Teaching Method Combined With Situational Simulation in Doctor-patient Communication Teaching

作　　者：董红[1] 肖秀红[1] 李平甘[1] 徐宏贵[1] 梁立阳[1] DONG Hong;XIAO Xiuhong;LI Pinggan;XU Honggui;LIANG Liyang(Children's Medical Center,Sun Yat-sen Memorial Hospital,Sun Yat-sen University,Guangzhou Guangdong 510120,China)

机构地区：[1]中山大学孙逸仙纪念医院儿童医学中心,广东广州510120

出　　处：《继续医学教育》2024年第6期51-54,共4页Continuing Medical Education

基　　金：中山大学2023年校级教学质量工程建设项目(教务[2023]96号)。

摘　　要：目的 研究以问题为基础的教学法(problem-based learning,PBL)联合情景模拟在培养住院医师医患沟通能力中的作用。方法 将2022年9—12月在中山大学孙逸仙纪念医院进行规范化培训的40名二年级住院医师随机分为试验组20名、对照组20名,试验组采取PBL教学法联合情景模拟教学,对照组采用PBL教学法,共4学时。教学过程中进行课堂教学效果评价。教学前和教学结束后,分别应用医患沟通技能评价量表(doctor-patient communication skills evaluation scale,SEGUE)对2组学员进行医患沟通能力评价,对2组得分进行统计学分析。2组均发放教学满意度调查问卷。结果 试验组课堂效果优于对照组,试验组住培学员在课堂气氛、师生互动、讨论活跃度、课堂注意力和学习积极性方面的评分高于对照组,差异有统计学意义(P <0.05)。试验组在教学完成后的SEGUE量表评分高于对照组,差异有统计学意义(P <0.001)。试验组满意度高于对照组,但差异无统计学意义(P> 0.05)。结论PBL教学法联合情景模拟能够活跃课堂气氛、增加住培学员的学习积极性,有效提高住院医师的医患沟通能力,优于单纯PBL教学法。Objective To study the role of problem-based teaching(PBL)combined with scenario simulation in cultivating residents'doctor-patient communication ability.Methods A total of 40 second-year residents who received standardized training in Sun Yat-sen Memorial Hospital,Sun Yat-sen University from September to December 2022 were randomly divided into the experimental group(n=20)and the control group(n=20).The experimental group was dispensed PBL teaching combined with situational simulation teaching,while the control group was dispensed PBL teaching,with a total of 4 class hours.The classroom teaching effect evaluation was carried out in the teaching process.Before and after teaching,the doctor-patient communication skills evaluation scale(SEGUE)was applied to evaluate the doctor-patient communication skills of the two groups of students respectively,and the scores of the two groups were statistically analyzed.Both groups were dispensed questionnaires on teaching satisfaction.Results The classroom effect of the experimental group was better than that of the control group,and the scores of the resident trainees in the experimental group were higher than those of the control dispensed in classroom atmosphere,teacher-student interaction,active discussion,classroom attention and learning enthusiasm,with statistical significance(P<0.05).The score of SEGUE scale in experimental group was higher than that in control group after teaching,and the difference was statistically significant(P<0.001).The satisfaction of experimental group was higher than that of control group,but the difference was not statistically significant(P>0.05).Conclusion PBL teaching method combined with scenario simulation can invigorate the classroom atmosphere,increase the learning enthusiasm of residents,and effectively improve the doctor-patient communication ability of residents,which is superior to PBL teaching method alone.

关 键 词：以问题为基础的教学法 情景模拟 住院医师 医患沟通能力 医患沟通技能评价量表 岗位胜任力 

分 类 号：G642[文化科学—高等教育学]