中华医学教育探索杂志
中華醫學教育探索雜誌
중화의학교육탐색잡지
Chinese Journal of Medical Education Research
2015年
8期
824-825
,共2页
医患沟通%临床专业%毕业考核%客观结构化临床技能考试%相关性分析
醫患溝通%臨床專業%畢業攷覈%客觀結構化臨床技能攷試%相關性分析
의환구통%림상전업%필업고핵%객관결구화림상기능고시%상관성분석
Doctor-patient communication%Clinical medical program%Graduation assess-ment%Objective structured clinical examination%Correlation analysis
目的：了解临床专业学生对医患沟通技能掌握情况，评估医患沟通教学效果，提出改进设想。方法以南京医科大学2009级临床专业学生549名为研究对象，于实习结束后组织客观结构化临床技能考试（objective structured clinical examination，OSCE），其中包括医患沟通技能毕业考核。分析不同学制医学生的医患沟通技能及相关成绩。数据用SPSS 11.0进行统计处理，采用t检验及Pearson分布。结果549人医患沟通技能平均成绩为（82.72±4.23）分，其中五年制329人均分（81.88±4.23），七年制220人均分（83.96±3.91），七年制临床专业学生医患沟通平均成绩比五年制要好（P<0.001）。五年制和七年制学生OSCE考核总成绩与医患沟通成绩均呈正相关（五年制：相关系数0.520，P=0.000；七年制：相关系数0.416，P=0.000）。结论医患沟通教学效果总体较好，经过改进必然对临床专业学生医患沟通技能的提高有更积极的意义。医患沟通考核成绩不仅体现沟通能力培养成效，实质是综合能力培养成效的表现。
目的：瞭解臨床專業學生對醫患溝通技能掌握情況，評估醫患溝通教學效果，提齣改進設想。方法以南京醫科大學2009級臨床專業學生549名為研究對象，于實習結束後組織客觀結構化臨床技能攷試（objective structured clinical examination，OSCE），其中包括醫患溝通技能畢業攷覈。分析不同學製醫學生的醫患溝通技能及相關成績。數據用SPSS 11.0進行統計處理，採用t檢驗及Pearson分佈。結果549人醫患溝通技能平均成績為（82.72±4.23）分，其中五年製329人均分（81.88±4.23），七年製220人均分（83.96±3.91），七年製臨床專業學生醫患溝通平均成績比五年製要好（P<0.001）。五年製和七年製學生OSCE攷覈總成績與醫患溝通成績均呈正相關（五年製：相關繫數0.520，P=0.000；七年製：相關繫數0.416，P=0.000）。結論醫患溝通教學效果總體較好，經過改進必然對臨床專業學生醫患溝通技能的提高有更積極的意義。醫患溝通攷覈成績不僅體現溝通能力培養成效，實質是綜閤能力培養成效的錶現。
목적：료해림상전업학생대의환구통기능장악정황，평고의환구통교학효과，제출개진설상。방법이남경의과대학2009급림상전업학생549명위연구대상，우실습결속후조직객관결구화림상기능고시（objective structured clinical examination，OSCE），기중포괄의환구통기능필업고핵。분석불동학제의학생적의환구통기능급상관성적。수거용SPSS 11.0진행통계처리，채용t검험급Pearson분포。결과549인의환구통기능평균성적위（82.72±4.23）분，기중오년제329인균분（81.88±4.23），칠년제220인균분（83.96±3.91），칠년제림상전업학생의환구통평균성적비오년제요호（P<0.001）。오년제화칠년제학생OSCE고핵총성적여의환구통성적균정정상관（오년제：상관계수0.520，P=0.000；칠년제：상관계수0.416，P=0.000）。결론의환구통교학효과총체교호，경과개진필연대림상전업학생의환구통기능적제고유경적겁적의의。의환구통고핵성적불부체현구통능력배양성효，실질시종합능력배양성효적표현。
Objective To investigate the mastery of clinical students' doctor-patient communi-cation skills and to assess the teaching effectiveness about the doctor-patient communication, and then propose some improvement ideas. Methods We conducted a study in students of clinical medicine of Nanjing Medical University in Grade 2009, using Objective Structured Clinical Examination (OSCE) after internship, which included graduation assessment of doctor-patient communication skills. Then we analyzed the doctor-patient communication skills and related scores of students trained in different clinical medical programs. Results The average score of doctor-patient communication skills of 549 students was (82.72±4.23), of which, the average score of 329 five-year students of clinical medicine was (81.88±4.23) and the average score of seven-year students was (83.96±3.91) in. The average score of seven-year students of clinical medicine was significantly higher than five-year students (P=0.000). Moreover, there was a significant positive correlation between the total score of OSCE and the score of doctor-patient communication skills in both five-year and seven-year students of clinical medicine (five year program students' score correlation coefficient was 0.520, P=0.000;seven year pro-gram students' score correlation coefficient 0.416, P=0.000). Conclusion The teaching effectiveness of doctor-patient communication has proved to be quite effective, and it is definitely of great significance in improving clinical students' doctor-patient communication skills. The score of the assessment of the doctor-patient communication reflects not only the training effectiveness of the communication skills, but also the comprehensive capacity.
