全科规培学员人文素质培养的探索与初步实践

目的 探索在住院医师规范化培训中,全科专业规培学员人文素质培养的方法与意义。 方法 选取在蚌埠医学院第一附属医院规培的2015—2016级全科医学专业学员共29名为研究对象,采取课堂教学、专题讲座、基层实践、临床教学的方式对全科规培学员进行人文素质培养,以培训前29名学员的问卷及量表调查为基线,在培训后,对培训学员进行问卷、量表调查,采用自行设计开放式问卷、关怀特征量表(CAS)、关怀能力量表(CAI)、医患沟通技能评价量表(SEGUE)及全科医生胜任力问卷(GDCQ)对人文素质培养效果进行综合评价。 结果 规培学员人文素质培养的参与率为100.0%。89.7%的全科规培学员认为人文素质培养对临床工作开展非常重要。全科学员人文素质知识来源于临床教学的比例最高,占81.6%,其次是基层实践、专题讲座,占比分别为70.7%、60.3%,而来自课堂教学的比例最低,占53.4%。人文素质培养前后全科规培学员的人文关怀意识、关怀能力、医患沟通能力及岗位胜任力均有显著提高,差异有统计学意义(均P<0.05)。 结论 对全科规培学员进行人文素质培养可通过采取课堂教学、专题讲座、基层实践、临床教学等方式开展,并且可显著提高全科规培学员的综合人文素质,其中课堂教学对人文素质的提升比例最大。 

Exploration and preliminary practice of cultivating humanistic qualities of general discipline students

Objective To explore the method and significance of cultivating humanistic qualities of general discipline students in standardized resident training. Methods A total of 29 general discipline students of grade 2015-2016 who were trained in the first affiliated hospital of Bengbu medical college were selected as research objects. The classroom teaching, special lectures, grassroots practice, clinical teaching were used to develop the humanistic quality training of the whole disciplines. Based on the questionnaire and scale survey of the 29 trainees before the training, after the training, the trainees will be surveyed and scaled. Self-designed open questionnaire, Caring Characteristics Scale(CAS), Caring Ability Inventory(CAI), SEGUE Framework(SEGUE) and General Doctor Competency Questionnaire(GDCQ) were used to evaluate the effects of humanistic quality training. Results The participation rate of the training of the humanities quality of the students is 100.0%. There were 89.7% of the general discipline students believed that cultivating humanistic quality is very important for clinical work. The knowledge of humanistic quality of general discipline students comes from the highest proportion of clinical teaching accounting for 81.6%, followed by grassroots practice and special lectures, accounting for 70.7% and 60.3%, respectively, while the proportion from classroom teaching is the lowest, accounting for 53.4%. Before and after the training of humanistic quality, the humanistic care consciousness, caring ability, doctor-patient communication ability and post competence of the general discipline students were significantly improved, and the differences were significant(all P<0.05). Conclusion Cultivating humanistic quality for all disciplines and training students can be carried out through classroom learning, special lectures, social practice, clinical practice, etc., and classroom teaching has the greatest proportion of the improvement of comprehensive humanistic quality.