角色扮演在全科医学专业心内科临床带教中的应用

目的全科医学是以人为主体的新的综合医学临床学科。全科医生是提供全科医疗服务的主体。全科医学教育主要是培养全面掌握医学基础知识及临床技能的复合人才。临床带教是基础医学教学的延续,是全科医学教学不可缺少的重要环节。本文对角色扮演(role-playing)在全科医学专业心内科临床带教中的应用进行初步探索,为以后的教学提供参考和借鉴。方法以全科医学专业100名学生为研究对象,按随机数字表法分为实验组和对照组各50名。实验组学生在临床带教中选用角色扮演法,对照组学生则选用常规教学方法。以学生的课后考试成绩评价及问卷调查作为该教学模式的考核方法。结果实验组学生的主观题成绩和总成绩明显高于对照组(42.61±7.36 vs. 37.86±6.72,84.53±4.48 vs. 80.67±5.12,均P<0.05),实验组的客观题成绩与对照组比较差异无统计学意义(P>0.05),实验组的技能操作成绩明显高于对照组(46.18±3.26 vs. 42.38±5.02,P<0.05);问卷调查显示,实验组学生对角色扮演教学法各方面均较满意。结论角色扮演法可以激发学生的学习主动性,营造良好学习氛围,提高学生的思维能力和临床技能水平,增强团队协作能力和医患沟通能力,是适合全科医学学生的临床教学方法,值得在今后的临床带教中推广。

Application of role playing in clinical teaching of cardiology in general practice

Objective General practice is a new comprehensive medical clinical discipline with human as the main body. General practitioners are the main body providing general medical services. General practice education is mainly to train compound talents who master basic medical knowledge and clinical skills. Clinical teaching is the continuation of basic medical teaching, is an indispensable part of general practice teaching. This paper makes a preliminary exploration on the application of role-playing in clinical teaching of cardiology in general practice specialty, so as to provide references for future teaching. Methods A total of 100 students majoring in general practice were randomly divided into 50 students in the experimental group and 50 students in the control group. Students in the experimental group used role playing method in clinical teaching, while students in the control group used conventional teaching method. The assessment method of this teaching mode is the evaluation of students' after-class examination results and the questionnaire survey. Results The scores of subjective questions and total scores in the experimental group were significantly higher than those in the control group (42.61±7.36 vs.37.86±6.72, 84.53±4.48 vs. 80.67±5.12, P<0.05). There was no significant difference between the objective test scores of the experimental group and the control group (P>0.05). The results of skill operation in the experimental group were significantly higher than those in the control group (46.18±3.26 vs. 42.38±5.02,P<0.05). The questionnaire survey showed that the experimental group was satisfied with role-playing teaching method in all aspects. Conclusion Role-playing method can stimulate students' learning initiative, create a good learning atmosphere, improve students' thinking ability and clinical skills, enhance the ability of teamwork and doctor-patient communication, which is a clinical teaching method suitable for general practice students and worth promoting in the future clinical teaching.