角色互换结合反思教学主张以案例为中心、以学生为主体,通过角色扮演实现角色互换,从而提高沟通技能。本研究探讨角色互换结合反思教学在儿科急诊医患沟通课程中的应用效果,选择2022年7至12月在首都医科大学附属北京儿童医院急诊内科轮转的2015级八年制临床医学专业22名学生为研究对象,在其儿科急诊医患沟通课程中设计并实施角色互换结合反思教学,通过过程性评价、终结性评价和问卷调查等评价教学效果。结果显示,学生过程性评价成绩为(9.2±1.2)分,终结性评价成绩为(8.8±0.5)分。22名学生中,21名(95.5%)学生表示对角色互换结合反思教学感兴趣,21名(95.5%)学生认为课程有助于提高自己分析解决问题的能力和沟通表达能力。角色互换结合反思教学有助于改善儿科急诊医患沟通课程的教学效果,有助于激发学生的学习积极性、提升学生的沟通能力。

Role exchange combined with reflection teaching advocates case as the center, taking students as the main body, through the role play to achieve role exchange, so as to improve communication skills. This study explored the application effect of role exchange combined with reflective teaching in pediatric emergency doctor-patient communication courses, selected 22 eight-year program students enrolled in 2015 who were interned in the department of emergency medicine of Beijing Children's Hospital, Capital Medical University from July to December 2022 as research subjects, and expounded the teaching design and implementation process of role exchange combined with reflective teaching in doctor-patient communication for pediatric emergencies. The teaching effect was evaluated by the process evaluation, summative test, and questionnaire survey. The results showed that the students' process evaluation score is (9.2±1.2) points, and the final evaluation score is (8.8±0.5) points. Among 22 students, 21 (95.5%) students were interested in the combination of role exchange and reflective teaching, and 21 (95.5%) students thought that the course was helpful to improve their ability to solve problems and communication skills. Role exchange combined with reflective teaching helps to improve the teaching effect of doctor-patient communication skills in pediatric emergency, which helps to stimulate students' learning motivation and enhance students' communication ability.