摘要
目的讨论叙事性带教模式在精神科临床教学中的应用效果。方法随机选取2019年7月—2020年7月期间参与实习的医学生作为该次研究对象,共计纳入60名,按照随机数字法将其分为研究组和对照组,每组30名,对照组医学生采取传统带教模式,研究组则采取叙事性带教模式,对两组医学生的教学效果进行对比分析。结果①研究组实习生期结束后,其理论考核评分为(96.3±6.8)分,对照组理论考核评分为(83.6±7.6)分,研究组操作技能考核评分为(91.8±5.3)分,对照组操作技能考核评分为(81.3±4.8)分,数据明显显示研究组的理论考核评分和操作技能考核评分明显高于对照组,差异有统计学意义(t=6.820、8.042,P<0.001);②研究组实习生学习效果满意程度为90.0%,对照组则为53.3%,研究组医学生对于学习效果满意程度明显较高,差异有统计学意义(χ^(2)=9.931,P<0.001);研究组实习生对教学方法满意程度为93.3%,对照组则为63.3%,研究组医学生对于教学方法满意程度明显较高,差异有统计学意义(χ^(2)=7.954,P=0.004);研究组医学生有86.7%表示有较高的学习兴趣,而对照组则仅有56.7%的医学生表示有较高的学习兴趣,研究组明显较高,差异有统计学意义(χ^(2)=6.648,P=0.009);③研究组医学生在提高人文素养、提高职业认同感以及提高临床思维能力方面所占比例分别为90.0%、76.8%和93.3%,而对照组则分别为63.3%、43.3%以及66.7%,差异有统计学意义(χ^(2)=5.962、6.944、6.667,P<0.05)。结论叙事性带教模式在精神科临床教学中体现了较好的教学效果,有效提升了临床医学生的理论学习成绩、操作技能,同时也提升了医学生的人文素养、职业认同感以及学习兴趣。
Objective To discuss the application effect of narrative teaching mode in psychiatric clinical teaching.Methods The medical students who participated in the internship from July 2019 to July 2020 were randomly selected as the research objects.A total of 60 cases were included.According to the random number method,they were divided into study group and control group,each group with 30 cases,the medical students in the control group adopted the traditional teaching mode,and the study group adopted the narrative teaching mode,and the teaching effects of the two groups of medical students were compared and analyzed.Results 1.After the internship period of the study group,the theoretical assessment score was(96.3±6.8)points,the theoretical assessment score of the control group was(83.6±7.6)points,and the operational skill assessment score of the study group was(91.8±5.3)points;the control group’s operational skill assessment score was(81.3±4.8)points.The data clearly showed that the study group’s theoretical assessment score and operational skill assessment score were significantly higher than those of the control group,and the difference was statistically significant(t=6.820,8.042,P<0.001);2.The degree of satisfaction with the learning effect of interns in the study group was 90.0%,while that of the control group was 53.3%.Medical students in the study group were significantly more satisfied with the learning effect,and the difference was statistically significant(χ^(2)=9.931,P<0.001);the study group’s interns’satisfaction with the teaching method was 93.3%,while that of the control group was 63.3%.The study group’s medical students were significantly more satisfied with the teaching method,and the difference was statistically significant(χ^(2)=7.954,P=0.004);86.7%of the medical students in the study group expressed higher interest in learning,while only 56.7%of the medical students in the control group expressed higher interest in learning.The study group was significantly higher,and the difference was statistically significant(χ^(2)=6.648,P=0.009);3.The proportions of medical students in the study group in improving humanistic literacy,professional identity and clinical thinking ability were 90.0%,76.8%,and 93.3%,respectively,while those in the control group were respectively 63.3%,43.3%,and 66.7%,and the difference was statistically significant(χ^(2)=5.962,6.944,6.667,P<0.05).Conclusion The narrative teaching model reflects a good teaching effect in psychiatric clinical teaching,which effectively improves the theoretical academic performance and operational skills of clinical medical students,and at the same time enhances the medical students'humanistic quality,professional identity and learning Interest,worthy of clinical application and promotion.
作者
赵富帅
陆影
赵丽丽
ZHAO Fushuai;LU Ying;ZHAO Lili(Department of Medical Affairs,Changchun Anning Psychiatric Rehabilitation Hospital,Changchun,Jilin Province,130000 China;Outpatient Department of the 93175 Troops of the Chinese People's Liberation Army,Changchun,Jilin Province,130000 China;First Psychological Treatment Area of Changchun Sixth Hospital,Changchun,Jilin Province,130000 China)
出处
《中国卫生产业》
2021年第20期136-139,共4页
China Health Industry
关键词
叙事性带教模式
教学效果
精神科
临床教学
Narrative teaching mode
Teaching effect
Psychiatry
Clinical teaching
