基于SPOC的CBL联合情景模拟微课在住培医患沟通教学中的应用

目的探索基于SPOC的CBL联合情景模拟微课在住培医患沟通教学中的应用和效果。方法以2019年3月—6月在中国医科大学附属盛京医院急诊基地轮转的109名住院医师为研究对象,按所在治疗组随机分为实验组和对照组。两组住院医师均进行正常轮转培训,并接受医患沟通培训。对照组采取入科培训加日常带教方式。实验组在此基础上,加以基于SPOC的CBL联合情景模拟微课教学。比较两组住院医师SEGUE量表评分,培训结束后发放调查问卷,调查住院医师对两种教学法在加强理论知识评价、提高医患沟通能力、提高学习兴趣、提高突发事件处理能力和对教学整体评价方面的反馈结果。结果入科首次评价,实验组SEGUE量表得分为(90.54±5.60)分,对照组为(89.51±6.71)分,差异无统计学意义(P>0.05)。培训后SEGUE评分,实验组为(110.23±6.38)分,对照组为(101.53±5.99)分,差异有统计学意义(P<0.05)。在教学反馈评价表中,住院医师对新教学法在加强理论知识评价、提高医患沟通能力、提高学习兴趣、提高突发事件处理能力和对教学整体评价方面,实验组均好于对照组,差异有统计学意义(P<0.05)。结论CBL联合情景模拟的SPOC教学法可提高住培医患沟通的教学效果,并可根据急诊常见案例开发成系列课程,值得在实际教学工作中推广。

Application of SPOC-based CBL combining scenario simulation micro-course in residential doctor-patient communication teaching

Objective:To explore the application of SPOC-based CBL combining scenario si-mulation micro-course in residential doctor-patient communication teaching.Method From Mar-ch 2019 to June 2019,109 residents rotating in the emergency base of Shengjing Hospital of Ch-ina Medical University were chosen as objects and randomly divided into the experimental group and the control group according to the work group.Residents in both groups received regular rot-ation training and doctor-patient communication training.The control group was given admission training and daily teaching.On the basis of above,SPOC-based CBL combining scenario simula-tion micro-course teaching was given to the experimental group.The scores of SEGUE frame-work were compared between the two groups.Questionnaires were sent out after the training.The feedback results of residents on the two teaching methods in strengthening theoretical know-ledge evaluation,improving doctor-patient communication ability,enhancing learning interest,im-proving emergency handling ability and overall evaluation of teaching were investigated.Result The score of SEGUE scale when residents firstly entered the department in the experimental gro-up was(90.54±5.60)and that in the control group was(89.51±6.71).There was no significant statistical difference between the two groups(P>0.05).After training,the SEGUE score of the experimental group was(110.23±6.38)and that of the control group was(101.53±5.99).The difference was statistically significant(P<0.05).In the teaching feedback evaluation form,with regard to residents'evaluation of new teaching method on enhancing theoretical knowledge assess-ment,improving doctor-patient communication ability,boosting learning interest,promoting the ability to handle emergencies as well as evaluation on the whole teaching process,the experimen-tal group made better feedback than the control group,and their different is of statistical signifi-cance(P<0.05).Conclusion SPOC teaching method of CBL combining scenario simulation can improve the teaching effect of residential doctor-patient communication,and can be developed in-to a series of courses according to common emergency cases.It is worth promoting in practical tea-ching work.