体验式教学法在精神病学临床教学中的应用实践

目的　探讨体验式教学在精神病学临床教学中的应用效果。方法　将2017年6月至2018年2月在我院精神科实习的80名大四学生随机分为对照组和观察组,各40名。对照组采用传统教学,观察组采用体验式教学,比较两组学生的理论测试和实践技能考核的成绩,并通过问卷调查了解两组学生对临床教学的反馈情况。采用SPSS 20.0进行卡方检验和t检验。结果　两组学生的理论测试成绩差异无统计学意义（79.20±11.58） vs. (81.60±12.51）],但观察组学生的临床实践技能成绩（85.80±6.37）明显高于对照组（73.40±7.60）。问卷结果显示,观察组学生认为体验教学对提高临床实践能力、知识理解、综合分析、解决问题能力及增强团队协作能力等方面优于对照组,体验式教学更有助于学生掌握教学内容、提高学习效率、培养自主学习能力和激发学习兴趣。结论　体验式教学有助于提高学生的学习兴趣和对教学的满意度,提高医患沟通能力,从而提高精神病学实践技能的培养效果,值得推广应用。

Application of experiential teaching in the clinical teaching of psychiatry

Objective: To explore the application value of experiential teaching method in clinical teaching of psychiatry and summarize the teaching experiences. Methods: 80 senior students from our psychiatric department from June 2017 to February 2018 were randomly divided into control group and observation group, 40 cases in each group. The control group adopted the traditional teaching mode, while the observation group adopted the experiential teaching mode. The results of theoretical test and practical skill test were compared between the two groups, and the feedback of the two groups on clinical teaching was investigated by questionnaire. Results: There was no significant difference in the scores of theoretical test between the two groups (79.20±11.58 VS 81.60±12.51), but the scores of clinical practice skills in the observation group (85.80±6.37) were significantly higher than those in the control group (73.40±7.60), the difference was statistically significant (P < 0.05). Questionnaire results show that the observation group students think that the experiential teaching method was better than the control group in improving clinical practice ability, knowledge understanding, comprehensive analysis, problem solving ability and team cooperation ability, and the experiential teaching method was more helpful for students to grasp the teaching content, improve learning efficiency and cultivate autonomy, the proportion of students who liked experiential teaching method was significantly higher than those who liked traditional teaching method. The above differences between the two groups were statistically significant (P<0.05). Conclusion: Experiential teaching method is helpful to improve students" interest in learning and teaching satisfaction, improve the ability of doctor-patient communication, so as to improve the training effect of psychiatric practical skills. It is worthy of popularizing and applying.