LIC模式对临床医学专业学生岗位胜任力的影响

目的 探索与传统科室轮转实习相比，纵向整合临床实习（longitudinal integrated clerkship，LIC）模式是否更有利于提升临床医学专业学生的岗位胜任力及实习满意程度。方法 选取2018年6月至2019年6月在哈尔滨医科大学附属第一医院进行毕业实习的72名学生，分为试验组和对照组，每组36名学生。试验组采用LIC模式，对照组采用传统科室轮转临床实习。实习结束后，对两组学生进行岗位胜任力评价。学生通过客观测试进行医学理论知识及临床基本能力评价，学生本人及带教教师对学生岗位胜任力其他五项进行评分。此外，对两组学生进行实习安排满意度问卷调查。采用SPSS 23.0统计软件进行t检验和卡方检验。结果 客观测试及学生自评显示，试验组学生的医学理论知识、临床基本能力、医学职业精神、医患沟通能力、团队合作能力、文献检索能力、科研能力得分分别为（8.02±1.11）（7.63±0.90）（7.74±0.56）（8.10±1.06）（7.84±0.62）（6.25±0.60）（4.26±0.88），均明显高于对照组的（7.50±0.97）（6.93±0.73）（7.31±0.78）（7.22±0.60）（7.11±0.69）（4.78±0.84）（2.46±1.20），差异有统计学意义（P<0.05）。试验组带教教师评价其医学职业精神、医患沟通能力、团队合作能力、文献检索能力、科研能力得分分别为（8.03±0.74）（7.95±0.73）（7.96±0.75）（4.84±0.84）（4.53±1.03），高于对照组的（6.59±0.70）（6.87±0.67）（6.95±0.69）（3.30±0.69）（2.70±1.05），差异有统计学意义（P<0.01）。试验组对课程安排满意度、师生互动满意度、自身提升满意度、临床工作顺畅度四方面分数分别为（7.17±0.91）（7.08±0.69）（7.28±0.45）（7.72±0.82），高于对照组的（6.56±0.84）（6.28±0.82）（6.36±0.49），（6.81±0.71），差异有统计学意义（P<0.01）。结论 与传统科室轮转实习模式相比，LIC模式更有助于提高临床医学专业学生的岗位胜任力，有望成为取代传统科室轮转的新型临床实习模式。

Influence of LIC mode on medical students' post competency

Objective To explore whether a longitudinal integrated clerkship (LIC) model is more conducive to medical students'' post competency and satisfaction with clerkships compared with the traditional block rotation clerkship.Methods We selected 72 students who participated in graduating clerkships at The First Affiliated Hospital of Harbin Medical University from June 2018 to June 2019. They were equally divided into experimental group and control group to adopt LIC and traditional block rotation clerkship models, respectively. After completing the clerkships, the two groups were evaluated for post competency through objective testing of theoretical medical knowledge and basic clinical skills and rating of the other five competence items by the students themselves and their teachers. At the same time, a questionnaire was delivered to both groups for the degree of satisfaction with clerkships. The t-test and chi-squared test were performed using SPSS 23.0.Results The objective tests and students'' self-evaluation showed that the experimental group had significantly higher scores of theoretical medical knowledge [(8.02±1.11) vs. (7.50±0.97)], basic clinical skills [(7.63±0.90) vs. (6.93±0.73)], medical professional responsibility [(7.74±0.56) vs. (7.31±0.78)], clinical communication [(8.10±1.06) vs. (7.22±0.60)], team work [(7.84±0.62) vs. (7.11±0.69)], literature searching [(6.25±0.60) vs. (4.78±0.84)], and scientific research ability [(4.26±0.88) vs. (2.46±1.20)] compared with the control group (all P<0.05). The experimental group had significantly higher teacher-rated scores of medical professional responsibility [(8.03±0.74) vs. (6.59±0.70)], clinical communication [(7.95±0.73) vs. (6.87±0.67)], team work [(7.96±0.75) vs. (6.95±0.69)], literature searching [(4.84±0.84) vs. (3.30±0.69)], and scientific research ability [(4.53±1.03) vs. (2.70±1.05)] than the control group (all P<0.01). The scores of satisfaction were all higher in the experimental group than in the control group in terms of course arrangement satisfaction [(7.17±0.91) vs. 6.56±0.84)], teacher-student interaction satisfaction [(7.08±0.69) vs. (6.28±0.82)], self-improvement satisfaction [(7.28±0.45) vs. (6.36±0.49)], and clinical work smoothness [(7.72±0.82) vs. (6.81±0.71); all P<0.01].Conclusion Compared with the traditional block rotation model, the LIC model is more helpful for improving the post competency of medical students. LIC is a new clinical clerkship model that can potentially replace the traditional block rotation clerkship.