中华医学教育杂志
中華醫學教育雜誌
중화의학교육잡지
CHINESE JOURNAL OF MEDICAL EDUCATION
2014年
6期
871-873
,共3页
SEGUE量表%沟通技能%以问题为基础学习
SEGUE量錶%溝通技能%以問題為基礎學習
SEGUE량표%구통기능%이문제위기출학습
SEGUE Frame-work%Communication skills%Problem-based learning
目的 研究实施以问题为基础学习(problem-based learning,PBL)教学方法培养医学生医患沟通技能的可行性和教学效果.方法 以中国医科大学2008级(94期)七年制临床医学专业68名学生为研究对象,按照学号分为实验组和对照组,每组34人.实验组采用以问题为基础学习教学方法进行教学,对照组采用传统讲授方法.授课结束后采用医患沟通技能测量工具SEGUE量表调查医学生医患沟通技能.用SPSS11.0统计软件处理所有数据.结果 对照组和实验组学生的总评分分别为(15.1±2.30)分和(17.7±2.73)分,差异具有统计学意义(P＜0.01).两组学生在信息收集(P＜0.01)、信息给予(P＜0.05)和理解病人(P＜0.05)3个维度的差异具有统计学意义.两组学生在沟通内容项(P＜0.01)和沟通技巧项(P＜0.05)两个方面的差异均具有统计学意义.结论 通过实施以问题为基础学习教学方法培养医学生的医患沟通技能是行之有效的.
目的 研究實施以問題為基礎學習(problem-based learning,PBL)教學方法培養醫學生醫患溝通技能的可行性和教學效果.方法 以中國醫科大學2008級(94期)七年製臨床醫學專業68名學生為研究對象,按照學號分為實驗組和對照組,每組34人.實驗組採用以問題為基礎學習教學方法進行教學,對照組採用傳統講授方法.授課結束後採用醫患溝通技能測量工具SEGUE量錶調查醫學生醫患溝通技能.用SPSS11.0統計軟件處理所有數據.結果 對照組和實驗組學生的總評分分彆為(15.1±2.30)分和(17.7±2.73)分,差異具有統計學意義(P＜0.01).兩組學生在信息收集(P＜0.01)、信息給予(P＜0.05)和理解病人(P＜0.05)3箇維度的差異具有統計學意義.兩組學生在溝通內容項(P＜0.01)和溝通技巧項(P＜0.05)兩箇方麵的差異均具有統計學意義.結論 通過實施以問題為基礎學習教學方法培養醫學生的醫患溝通技能是行之有效的.
목적 연구실시이문제위기출학습(problem-based learning,PBL)교학방법배양의학생의환구통기능적가행성화교학효과.방법 이중국의과대학2008급(94기)칠년제림상의학전업68명학생위연구대상,안조학호분위실험조화대조조,매조34인.실험조채용이문제위기출학습교학방법진행교학,대조조채용전통강수방법.수과결속후채용의환구통기능측량공구SEGUE량표조사의학생의환구통기능.용SPSS11.0통계연건처리소유수거.결과 대조조화실험조학생적총평분분별위(15.1±2.30)분화(17.7±2.73)분,차이구유통계학의의(P＜0.01).량조학생재신식수집(P＜0.01)、신식급여(P＜0.05)화리해병인(P＜0.05)3개유도적차이구유통계학의의.량조학생재구통내용항(P＜0.01)화구통기교항(P＜0.05)량개방면적차이균구유통계학의의.결론 통과실시이문제위기출학습교학방법배양의학생적의환구통기능시행지유효적.
Objective To discuss the feasibility and effect of problem-based learning (PBL) on communication skills.Methods A total of 68 students were assigned to the control group (n =34) and experimental group (n =34) by student number.The students in control group were taught with traditional lecture-based learning,while the students in experimental group were taught with PBL method.The SEGUE Frame-work was used to evaluate the communication skills.SPSS 11.5 software was used for statistical analysis.Results The total SEGUE Frame-work score of the control group was 15.1±2.30,and that of the experimental group was 17.7±2.73,the score of experimental group was significantly higher than that of the control group (P ＜ 0.01).The difference of the control group and the experimental group in Elicit Information (P＜0.01),Give Information (P＜0.05),Understand the Patient's Perspective (P＜0.05) was significantly in statistics.The difference of the control group and the experimental group in content items (P＜0.01) and skill items (P＜0.01) was also significantly in statistics.Conclusion Problembased learning is effective in the training of communication skills.
