中华医学教育杂志

中华医学教育杂志 ›› 2026, Vol. 46 ›› Issue (4): 284-287.DOI: 10.3760/cma.j.cn115259-20250527-00592

• 临床教学 • 上一篇    下一篇

“为亲友建立健康档案”实践教学模块在全科医学概论教学中的应用评价

王护国1, 郭雪2, 王瑞2, 武云2   

  1. 1新疆医科大学第一附属医院消化血管外科中心,乌鲁木齐 830011;
    2新疆医科大学第一附属医院全科医学科,乌鲁木齐 830011
  • 收稿日期:2025-05-27 出版日期:2026-04-01 发布日期:2026-03-27
  • 通讯作者: 武云, Email: wuyun8009@163.com
  • 基金资助:
    新疆维吾尔自治区高校本科教育教学研究和改革项目(XJGXJGPTA-2024040);新疆医科大学第二期课程思政教育教学改革项目(YGS2023007)

Evaluation of the ″establishing health records for relatives and friends″ practical teaching module in the teaching of introduction to general practice

Wang Huguo1, Guo Xue2, Wang Rui2, Wu Yun2   

  1. 1Digestive Vascular Surgery Center, The First Affiliated Hospital of Xinjiang Medical University, Urumqi 830011, China;
    2Department of General Practice, The First Affiliated Hospital of Xinjiang Medical University, Urumqi 830011, China
  • Received:2025-05-27 Online:2026-04-01 Published:2026-03-27
  • Contact: Wu Yun, Email: wuyun8009@163.com
  • Supported by:
    Xinjiang Uygur Autonomous Region Undergraduate Education Teaching Research and Reform Project (XJGXJGPTA-2024040); The Second Phase of the Curriculum Ideology and Politics Education and Teaching Reform Project of Xinjiang Medical University (YGS2023007)

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摘要： 本研究旨在探讨基于世界家庭医生组织岗位胜任力的“为亲友建立健康档案”实践教学模块在全科医学概论教学中的应用价值,并评估其对临床医学专业学生6大全科岗位胜任力提升的效果。实践教学模块围绕“建立—评估—干预—随访”4个阶段设计5项任务,并在课程结束后实施,招募临床医学专业70名学生参与实践,其中56名学生完成全部任务并纳入分析。通过客观评分和结构化问卷评价学生的能力提升情况。结果显示,客观评分中,90~100分的学生占比10.7%(6/56),80~89分的学生占比64.3%(36/56),70~79分的学生占比25.0%(14/56)。问卷调查结果显示,在“临床思维与综合分析能力”“促进家庭健康”等7项评价项目中,表示“极大提高”和“明显提高”的学生占比超过55%。“为亲友建立健康档案”实践教学模块有助于强化学生对“以家庭为单位健康照顾”理念的理解,有助于提升其健康档案管理、风险评估、沟通和人文关怀等核心能力,体现了理论-实践融合的教学优势。

关键词: 全科医学, 为亲友建立健康档案, 实践教学, 以家庭为单位的照顾, 全科医学概论

Abstract: This study aims to explore the application value of the ″Establishing Health Records for Relatives and Friends″ practical teaching module based on WONCA job competencies in the Introduction to General Practice course, and to evaluate its effect on enhancing the six core competencies of medical students in general practice. The practical teaching module was designed around five tasks across four stages: ″establishment, assessment, intervention, and follow-up″, and was implemented after the course. Seventy undergraduate clinical medicine students were recruited to participate in the practice, of whom 56 completed all tasks and were included in the analysis. The improvement in students′ competencies was evaluated through objective scoring and structured questionnaires. The results showed that in the objective scoring, the distribution of student scores was as follows: 90-100 points, 10.7% (6/56); 80-89 points, 64.3% (36/56); 70-79 points, 25.0% (14/56). According to the questionnaire survey results, the proportion of students reporting ″greatly improved″ or ″significantly improved″ in 7 evaluation items, including ″clinical thinking and comprehensive analytical skills″ and ″promoting family health″, exceeded 55%. The ″Establishing Health Records for Relatives and Friends″ practical teaching module helps strengthen medical students′ understanding of the concept of ″family-centered health care″, enhances their core competencies in health record management, risk assessment, communication, and humanistic care, and demonstrates the advantages of integrating theory and practice in teaching.

Key words: General practice, Establishing health records for relatives and friends, Practical teaching, Family-centered care, Introduction to general practice

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