引入心灵理论的医患沟通教育方法

目的 探索引入心灵理论知识点在医学心理学课程医患沟通章节中的教学效果。方法 选择2017级本科临床医学专业两个平行班作为教学对象,甲班81人作为研究组,乙班76人作为对照组。甲班融入心灵理论的内容,乙班按照教材内容进行教学。教学结束后分别以A1型选择题、A2型选择题、案例分析、教学满意度调查进行单元教学效果评估。结果 两组学生A1型选择题得分差异无统计学意义,A2型选择题甲班要高于乙班,差异有统计学意义;在案例分析题上,甲乙两班在沟通设计、医学内容、总分上差异无统计学意义,甲班的人文内容得分要高于乙班,差异有统计学意义;甲乙两班的教学满意度评价差异无统计学意义。结论 引入心灵理论知识点能提高医学生的人文素养,有助于提高医学心理学医患沟通章节的教学效果。

Doctor-patient communication teaching method by introducing theory of mind

Objective To explore the teaching effects of introducing “theory of mind” knowledge on chapter “Doctor-Patient communication” in “Medical Psychology” curriculum. Methods Two parallel classes of grade 2017 clinical medicine undergraduate course students were selected as teaching subjects. 81 students of class A were chosen as study group, 76 students of class B were selected as control group. “Theory of mind” knowledge were introduced into students of class A during chapter “Doctor-Patient communication” teaching process, while the same chapter was taught based on the textbook contents in class B. A1 choice questions, A2 choice questions, case analysis, teaching satisfaction survey were used to evaluate the teaching effects when the chapter teaching accomplished. Results There was no significant difference between the two groups on scores of A1 choice questions. The scores of class A was higher than that of class B on A2 choice questions, the difference was statistically significant. In case analysis, there was no significant difference between two groups on scores of communication design, medical content and the total scores. The scores of class A was higher than that of class B on humanistic content, the difference was statistically significant. There was no significant difference between the two groups on scores of teaching satisfaction survey. Conclusion Introducing “theory of mind” knowledge can improve the humanistic accomplishment, these knowledge can improve the teaching effects in chapter “Doctor-Patient communication” in “Medical Psychology” curriculum.