CAJ | 학술논문

目的：探讨标准化患者情景模拟教学法在呼吸内科临床带教中的效果。方法对2012年7月至2014年6月在呼吸内科实习的学生180名，按时间先后即2012年7月至2013年6月的学生88名为传统带教组，2013年7月至2014年6月的学生92名为标准化患者情景模拟组。2组学生均使用相同的带教老师，传统带教组采用传统灌输式带教，标准化患者情景模拟组运用标准化患者情景模拟即编写病例、培训标准化患者、情景模拟、讨论与总结的程序进行临床带教。结果标准化患者情景模拟教学组学生理论成绩、护理操作成绩与传统带教组比较，差异有统计学意义（P＜0．05）。问卷调查显示标准化患者情景模拟能提高学生主动学习能力，激发学习兴趣，增加自我职业认同感。结论标准化患者情景模拟能促进学生评判性思维形成和核心能力的形成，提高临床带教质量。
목적：탐토표준화환자정경모의교학법재호흡내과림상대교중적효과。방법대2012년7월지2014년6월재호흡내과실습적학생180명，안시간선후즉2012년7월지2013년6월적학생88명위전통대교조，2013년7월지2014년6월적학생92명위표준화환자정경모의조。2조학생균사용상동적대교로사，전통대교조채용전통관수식대교，표준화환자정경모의조운용표준화환자정경모의즉편사병례、배훈표준화환자、정경모의、토론여총결적정서진행림상대교。결과표준화환자정경모의교학조학생이론성적、호리조작성적여전통대교조비교，차이유통계학의의（P＜0．05）。문권조사현시표준화환자정경모의능제고학생주동학습능력，격발학습흥취，증가자아직업인동감。결론표준화환자정경모의능촉진학생평판성사유형성화핵심능력적형성，제고림상대교질량。
Objective To investigate the effect of standardized patient scene simulation teaching method in clinical teaching of respiratory medicine .Methods A total of 180 internship students in the respiratory medicine de‐partment from July 2012 to June 2014 were divided into two groups according to the time sequence .88 students from July 2012 to June 2013 control group were taken as the traditional teaching group and 92 students from July 2017 and June 2014 as the standardized patient scene simulation group .The two groups were tutored by the same teachers .The traditional teaching group adopted the traditional infilling teaching ,while the standardized patient scene simulation group applied the standardized patient simulation ,i .e .conducting the clinical teaching by writing case ,training the standardized patient ,scene simulation ,discussion and summary .Results The theory score and nursing operating score had statistical differences between the standardized patient scene simulation group and the traditional teaching group(P < 0 .05) .The questionnaire investigation showed that the standardized patient scene simulation could im‐prove the ability of students active learning ,stimulate the learning interest and increase the self professional sense of identity .Conclusion The standardized patient scene simulation can promote the formation of critical thinking and core competence ,and increase the clinical teaching quality .