RBL教学法在医学生医患沟通教学中的应用  

Application of RBL Teaching Method in Medical Student Doctor-Patient Communication Teaching

作　　者：洪丹[1] 郭治贵 杨琳[1] HONG Dan;GUO Zhigui;YANG Lin(Department of Oncology/Hebei Key Laboratory of Cancer Radiotherapy and Chemotherapy,Affiliated Hospital of Hebei University,Baoding Hebei 071000,China)

机构地区：[1]河北大学附属医院肿瘤内科/河北省肿瘤放化疗机制与规程研究重点实验室,河北保定071000

出　　处：《中国继续医学教育》2025年第6期81-84,共4页China Continuing Medical Education

基　　金：保定市科技计划自筹经费项目(2341ZF323)。

摘　　要：目的探讨以探究为基础的教学法(research-based learning,RBL)在医学生医患沟通教学中的应用效果。方法选取2021年3月—2022年7月在河北大学附属医院临床医学专业大四见习学生(简称“见习生”)100名为研究对象,随机分为观察组和对照组各50名,对照组采用传统教学模式,观察组采用RBL教学法,教学结束后,对比2组见习生的迷你临床演练(mini-clinical evaluation exercise,Mini-CEX)评分以及考试成绩。结果教学后,观察组见习生理论知识[(48.49±3.15)分]、操作技能[(45.27±4.20)分]成绩均高于对照组[(43.15±3.25)分、(41.42±3.41)分],差异有统计学意义(P<0.001),观察组见习生Mini-CEX各项评分均高于对照组,差异有统计学意义(P<0.001)。结论RBL教学法在医患沟通教学中不仅能够有效调动医学生的课堂参与热情,还能通过情景模拟和角色扮演等多元化教学形式,促使学生在互动实践中实现沟通能力、人文关怀素养与临床诊疗技能的协同提升。Objective To explore the application effect of research-based learning(RBL)in the teaching of doctor-patient communication for medical students.Methods A total of 100 senior clinical medicine interns from March 2021 to July 2022 at Affiliated Hospital of Hebei University were selected as the research subjects.They were randomly divided into an observation group and a control group,with 50 in each group.The control group was taught with traditional teaching mode,while the observation group was taught with RBL teaching method.After the teaching was completed,the mini clinical evaluation exercise(Mini-CEX)score and exam scores of the two groups of interns were compared.Results After teaching,the theoretical knowledge[(48.49±3.15)points]and operational skills[(45.27±4.20)points]scores of the observation group trainees were higher than those of the control group[(43.15±t3.25)points,(41.42±3.41)points],and the differences were statistically significant(P<0.001).The Mini-CEX scores of the observation group trainees were higher than those of the control group,and the differences were statistically significant(P<0.001).Conclusion The RBL teaching method can not only effectively mobilize the classroom participation enthusiasm of medical students in doctor-patient communication teaching,but also promote the collaborative improvement of students‘communication skills,humanistic care literacy,and clinical diagnosis and treatment skills through diversified teaching forms such as scenario simulation and role-playing in interactive practice.

关 键 词：以探究为基础的教学法 临床医学 医患沟通 医学生 医学教育 人文关怀 教学模式 

分 类 号：G642[文化科学—高等教育学]