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| 医患互动体验教学模式在口腔医学临床技能教育中的应用初探 | |
| 引用本文： | 李茂雪,刘恩言,肖诗梦,丁一. 医患互动体验教学模式在口腔医学临床技能教育中的应用初探[J]. 中华口腔医学研究杂志(电子版), 2022, 16(6): 382-387. DOI: 10.3877/cma.j.issn.1674-1366.2022.06.008 |
| 作者姓名： | 李茂雪 刘恩言 肖诗梦 丁一 |
| 作者单位： | 1. 口腔疾病研究国家重点实验室，国家口腔疾病临床医学研究中心，四川大学华西口腔医院牙周病科，成都 610041 |
| 摘 要： | 目的将医患互动模式引入口腔医学教育，分析其对口腔医学生临床沟通技能训练的意义。 方法选取2020年9—12月参与四川大学华西口腔医学院临床实习的本科生136人作为研究对象，所有研究对象按照性别分层后再以抛硬币形式随机分为两组，两组学生教学内容和进度基本不变，医患互动体验教学组学生接受医患互动教学新模式进行临床技能和沟通技能培训，常规教学组采用常规教学模式进行培训，分别从学习成绩评价、医患沟通能力自评和教学满意度反馈三个方向对两组学生的教学效果进行评估，结果采用GraphPad Prism 8和SPSS 19.0进行统计分析。 结果医患互动体验教学组学生的理论考试成绩为（44.8 ± 1.2）分，技能实验成绩为（45.5 ± 1.6）分，较常规课堂教学组理论考试成绩[（44.1 ± 1.2）分]和技能实验成绩[（44.9 ± 0.9）分]均显著提升，且学生医患沟通能力自我评价更高，组间差异均有统计学意义（P<0.05）；超过90%的医患互动体验教学组学生对医患互动体验教学模式感到满意。 结论将医患互动体验结合口腔临床操作技能课，有助于培养口腔医学生同理心，提高临床实践能力，提升临床沟通技能，改善教学效果。 |
| 关 键 词： | 医患沟通 医患互动体验 口腔医学生 医学教育 人文教育 医学教学改革 |
| 收稿时间： | 2022-09-05 |
Application of the doctor-patient interactive experiential teaching model in stomatology clinical skill education |
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| Maoxue Li,Enyan Liu,Shimeng Xiao,Yi Ding. Application of the doctor-patient interactive experiential teaching model in stomatology clinical skill education[J]. Chinese Journal of Stomatological Research(Electronic Version), 2022, 16(6): 382-387. DOI: 10.3877/cma.j.issn.1674-1366.2022.06.008 | |
| Authors: | Maoxue Li Enyan Liu Shimeng Xiao Yi Ding |
| Affiliation: | 1. State Key Laboratory of Oral Diseases & National Clinical Research Center for Oral Diseases & Department of Periodontics, West China Hospital of Stomatology, Sichuan University, Chengdu 610041, China |
| Abstract: | ObjectiveTo introduce doctor-patient interaction into dental education and analyze its significance in the development of clinical communication skills. MethodsA total of 136 medical undergraduates were selected as the subjects and participated in the clinical practice of West China Stomatology at Sichuan University from September 2020 to December 2020. All subjects were divided by gender and then assigned to one of two groups at random using a coin toss. Doctor-patient interactive teaching group students received training in clinical skills and communication skills according to the updated model of doctor-patient interactive teaching, while conventional teaching group students received training following the conventional teaching method. The content and schedule of classes for both groups remained nearly constant. A learning achievement evaluation, a self-assessment of doctor-patient communication skills, as well as a teaching satisfaction feedback questionnaire, were used to evaluate the effectiveness of the teaching. GraphPad Prism 8 and SPSS 19.0 were used to analyze the results. ResultsStudents in the doctor-patient interactive experience teaching group scored (44.8±1.2) in the theory examination and (45.5±1.6) in the skills experiment, which were significantly higher than those in the conventional classroom teaching group (44.1±1.2) in the theory examination and (44.9±0.9) in the skills experiment (P<0.05) . The students′ self-evaluation of doctor-patient communication ability was also higher, and the difference between the groups was statistically significant (P<0.05) . More than 90% of the students in the experimental group were satisfied with the doctor-patient interactive experience teaching method. ConclusionBy combining doctor-patient interaction with dental clinical operation skills class, we cultivate dental students′ empathy, enhance clinical communication skills and improve teaching effectiveness. |
| Keywords: | Clinical communication Doctor-patient interaction experience Dental students Medical education Humanistic education Medical teaching reform |
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