目的 探索巴林特小组活动对临床教师职业倦怠的干预效果。方法 2019年9月至2020年12月,选取首都医科大学宣武医院56名临床教师作为研究对象,采用随机数字表法分为试验组和对照组,每组28人。试验组在常规教学活动安排的基础上开展巴林特小组活动,对照组采取常规教学活动安排。教学活动结束后比较两组临床教师职业倦怠、共情能力和培训满意比例。采用t检验和Fisher精准概率法对组间差异进行统计学分析。结果 试验组临床教师职业倦怠的情感衰竭和去个性化维度评分均低于对照组[(2.02±0.15)分比(4.08±0.39)分,(2.45±0.07)分比(3.28±1.24)分],低成就感维度评分高于对照组[(4.36±0.41)分比(2.74±1.36)分],其差异均具有统计学意义(均P＜0.001)。试验组临床教师共情能力的换位思考、情感护理、观点采择维度评分和总分均高于对照组[(12.65±1.74)分比(8.47±1.29)分,(50.55±3.25)分比(43.26±3.92)分,(61.25±4.32)分比(49.26±3.98)分,(124.45±9.31)分比(100.99±9.19)分,其差异均具有统计学意义(均P＜0.001)。试验组临床教师培训满意比例高于对照组[100.0%(28/28)比75.0%(21/28)],其差异具有统计学意义(P＝0.047)。结论 巴林特小组活动有助于减轻临床教师职业倦怠,提升职业认同感,唤醒共情能力,有利于教师的自我发展。
Objective To evaluate the intervention effect of Balint group activity model in clinical teachers with job burnout. Methods From September 2019 to December 2020, 56 clinical teachers from Xuanwu Hospital of Capital Medical University were selected as the research objects. They were randomly divided into experimental group and control group with 28 in each by random number table method. The experimental group was supplemented with Balint group activity on the basis of traditional education, and the control group received education with traditional pathway. The indexes of job burnout, empathy and training satisfaction ratio from clinical teachers in two groups were compared after teaching activities. The differences between groups were statistically analyzed by t-test and Fisher's precision probability test. Results The scores of emotional exhaustion, depersonalization and low sense of achievement from clinical teachers in the experimental group were significantly different from those in the control group [(2.02 ± 0.15) vs. (4.08 ± 0.39), (2.45 ± 0.07) vs. (3.28 ± 1.24), (4.36 ± 0.41) vs. (2.74 ± 1.36), all P< 0.001]. The scores of transposition thinking, emotional nursing, viewpoint selection and the total score of empathy capacity in the experimental group were significantly higher than those in the control group [(12.65 ± 1.74) vs. (8.47 ± 1.29), (50.55 ± 3.25) vs. (43.26 ± 3.92), (61.25 ± 4.32) vs. (49.26 ± 3.98), (124.45 ± 9.31) vs. (100.99 ± 9.19), all P< 0.001]. The training satisfaction ratio from clinical teachers in the experimental group was higher than that in the control group [100.0%(28/28)vs.75.0%(21/28), P＝0.047]. Conclusions Implementation of Balint group model not only alleviates job burnout of clinical teachers but also improves the sense of professional identity and encourages capacity building of empathy, which may improve teachers' self-development.
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