摘要
目的探索临床PBL教学中融入人文关怀理念的可操作性及其实用价值。方法选取112名在肛肠外科实习的本科医学生,随机分为PBL融入人文关怀理念的实验组和单纯PBL对照组,实习结束后进行理论考试、操作考试和患者满意度调查以评判两组效果;所得数据采用GraphPad Prism 6统计软件进行统计分析,两组间计量资料采用t检验比较。结果实验组病史采集、技能操作明显好于对照组[(22.57±2.63)vs.(20.87±3.08),t=3.124,P=0.002;(31.42±2.89)vs.(29.87±4.72),t=2.107,P=0.037],但两组在理论考试和病历书写方面无明显差异[(90.60±3.19)vs.(90.52±3.38),t=0.129,P=0.898;(20.78±2.79)vs.(20.65±3.51),t=0.215,P=0.830];实验组在服务态度、可信任度、沟通能力三方面的病人满意程度明显高于对照组[(3.94±1.07)vs.(3.22±1.09),t=3.256,P=0.002;(3.85±1.16)vs.(3.22±1.05),t=2.759,P=0.007;(3.92±1.03)vs.(3.16±1.03),t=3.652,P=0.000],而在技术操作、医疗程序方面两组无明显差异[(3.60±1.09)vs.(3.67±1.10),t=0.281,P=0.779;(2.74±1.10)vs.(3.02±1.02),t=1.312,P=0.193]。结论肛肠外科PBL教学中融入人文关怀理念可以提高学生的临床操作能力,并有利于提高病人的满意度。
Objective To investigate the feasibility and practical value of the integration of humanistic concern into clinical problem-based learning (PBL) teaching. Methods A total of 112 undergraduate medical interns in Department of Colorectal Surgery were enrolled and randomly divided into experimental group receiving PBL teaching integrated with humanistic concern and control group receiving PBL teaching alone. Theoretical examination, operation examination, and patient satisfaction survey were performed after practice training to evaluate the teaching effect of the two groups. GraphPad Prism 6 software was used for statistical analysis of data, and the t-test was used for comparison of continuous data between the two groups. Results Compared with the control group, the experimental group had significantly higher scores of medical history collection (22.57±2.63 vs 20.87±3.08, t=3.124, P=0.002) and operation skills (31.42±2.89 vs 29.87±4.72, t=2.107, P=0.037), but there were no significant differences between the two groups in the scores of theoretical examination (90.60±3.19 vs 90.52±3.38, t=0.129, P=0.898) and medical record writing (20.78±2.79 vs 20.65±3.51, t=0.215, P=0.830). Compared with the control group, the experimental group had a significantly higher degree of patient satisfaction with service attitude (3.94± 1.07 vs 3.22±1.09, t=3.256, P=0.002), trust (3.85±1.16 vs 3.22±1.05, t=2.759, P=0.007), and communication skills (3.92±1.03 vs 3.16±1.03, t=3.652, P=0.000), but there were no significant differences between the two groups in the scores of operating skills (3.60±1.09 vs 3.67±1.10, t=0.281, P=0.779) and arrangement of medical procedures (2.74±1.10 vs 3.02±1.02, t=1.312, P=0.193). Conclusion The integration of humanistic concern into PBL teaching of anorectal surgery can improve students’ clinical operation ability and degree of patient satisfaction.
作者
尹朝晖
李国胜
杨云洪
黄飞
Yin Zhaohui;Li Guosheng;Yang Yunhong;Huang Fei(Department of Colorectal Surgery, Affiliated Hospital of Guizhou Medical University, Guiyang 550001, China)
出处
《中华医学教育探索杂志》
2019年第6期627-630,共4页
Chinese Journal of Medical Education Research
基金
贵州省教育厅教学内容与课程体系改革项目(20161111078).
关键词
基于问题的学习
人文关怀
肛肠外科
教学法
Problem-based learning
Humanistic concern
Anorectal surgery
Teaching method
