中华医学教育杂志

中华医学教育杂志 ›› 2020, Vol. 40 ›› Issue (2): 84-87.DOI: 10.3760/cma.j.issn.1673-677X.2020.02.002

• 教学方法 • 上一篇    下一篇

案例体验教学方式在临床医学专业学位研究生沟通能力教学中的应用

江东1, 崔国庆1, 杨渝平1, 郝有亮2, 姜帅2, 耿霄3, 敖英芳1   

  1. 1北京大学第三医院运动医学研究所 100191;
    2北京大学2017级外科学专业博士研究生;
    3北京大学2018级外科学专业博士研究生
  • 收稿日期:2019-08-30 发布日期:2020-12-10
  • 通讯作者: 敖英芳, Email: yingfang.ao@vip.sina.com,电话: 010-82267019
  • 基金资助:
    全国医学专业学位研究生教育指导委员会研究课题(B2-20170308-01)

Application of case experience method in the teaching of postgraduates' communication skill

Jiang Dong1, Cui Guoqing1, Yang Yuping1, Hao Youliang2, Jiang Shuai2, Geng Xiao3, Ao Yingfang1   

  1. 1Institute of Sports Medicine of Peking University Third Hospital, Beijing 100191, China;
    2PH.D. Degree Candidate of Surgery Major, Enrolled in 2017, Peking University, Beijing 100191, China;
    3PH.D. Degree Candidate of Surgery Major, Enrolled in 2018, Peking University, Beijing 100191, China
  • Received:2019-08-30 Published:2020-12-10
  • Contact: Ao Yingfang, Email: yingfang.ao@vip.sina.com, Tel: 0086-10-82267019
  • Supported by:
    Project of the National Steering Committee for Medical Professional Degree Education (B2-20170308-01)

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摘要： 目的 探讨案例体验教学方式在培养临床医学专业学位研究生应变和沟通能力中的效果。 方法 选取2018年4月至2018年9月在北京大学第三医院外科系统轮转实习的90名专业学位研究生(硕士研究生54名和博士研究生36名)为研究对象。随机将这些研究生分为试验组和对照组各45名。在外科学沟通能力教学中,试验组采用案例体验教学方式,研究生根据医疗纠纷案例自导自演,体验情景,探讨冲突的原因,并由专家点评指导。对照组采用传统教学方式,即学习案例材料。教学结束后,采用自制问卷调查教学效果。 结果 试验组研究生与对照组研究生选择处理冲突的方式明显不同:忍让[15.6%(7/45)比48.9%(22/45)]、求助[77.8%(35/45)比24.4%(11/45)]、当面力争[6.7%(3/45)比26.7%(12/45)],其差异具有统计学意义(P=0.024)。84.4%(38/45)的试验组研究生表示通过学习掌握了一定的沟通和处理纠纷的方式。 结论 案例体验教学方式可以使专业学位研究生更直观地学习处理医疗纠纷的方式,进而提高其医患沟通和处理纠纷的能力。

关键词: 案例体验教学, 临床医学专业, 研究生, 沟通能力

Abstract: Objective To study the application effect of the “case experience” model in improving the adaptability and communication ability of medical graduate students. Methods A total of 90 professional postgraduate students who were internships in the surgical system of our hospital from April to September 2018 were selected as subjects. There were 45 cases for the experimental group and the control group respectively. The students in the experimental group self-directed and acted according to the medical conflict cases, experiencing the situation, and discussing the cause of the accident or dispute, and were consulted by the experts of the medical department. The control group directly studied the case text material. Questionnaires were used to analyze and compare the teaching effects of the two groups of students. Results Compared with the control group, there was a significant difference in the way the students in the experimental group chose to deal with physiotherapy conflicts:exercise forbearance[15.6%(7/45)vs 48.9%(22/45)], seek help[77.8%(35/45) vs 24.4%(11/45)],face to face[6.7%(3/45) vs 26.7%(12/45)],(P=0.024).84.4%(38/45)experimental group studentshad got a more reasonable treatment. Conclusions The “case experience” model allows students to more intuitively understand the causes of medical malpractices or disputes, and learn the methods and techniques of treatment to enhance the conflicts dealing and communication skills of medical graduate students.

Key words: Case experience teaching, Clinical medicine major, Graduate students, Communication skills

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