目的 评估角色扮演教学方法在正畸病例教学中对医学生共情与共同决策能力培养的效果。方法 选取2023年2月至8月在北京大学口腔医学院学习的2019级五年制和八年制口腔医学专业88名四年级学生为研究对象,采用简单随机方法将其分为试验组和对照组,每组44名学生。试验组学生采用角色扮演教学方法,对照组学生采用常规病例讨论教学方法。采用自编问卷评估教学前后学生的共情技能、共情态度、共同决策态度和决策权威倾向。采用t检验和卡方检验进行数据分析。结果 教学后,试验组学生共情和共同决策能力评分均优于对照组学生,共情技能评分(16.84±4.62)分比(14.02±3.68)分,共情态度评分(29.85±3.78)分比(27.77±3.23)分,决策权威倾向评分(6.80±0.93)分比(7.77±1.01)分,其差异均具有统计学意义(均P<0.05)。结论 将角色扮演教学方法引入正畸病例教学,有助于提升学生的共情能力,促进共同决策能力的形成,并降低医生决策权威倾向。
Objective To evaluate the effectiveness of role-play teaching in cultivating medical students' empathy and shared decision-making competence in orthodontic case-based teaching. Methods From February to August 2023, 88 fourth-year undergraduate students in five-year and eight-year programs of stomatology at Peking University School of Stomatology were recruited as research participants. Using simple randomization, they were assigned to an experimental group and a control group, with 44 students in each group. The students in the experimental group were taught using role-play-based case teaching, while the students in the control group were taught using traditional case-based discussion. A self-developed questionnaire was administered before and after teaching to assess four dimensions: empathic skills, empathy attitude, shared decision-making attitude, and preference for physician authority in decision making. Data were analyzed using t tests and chi-square tests. Results After the intervention, students in the experimental group scored better than those in the control group in both empathy and shared decision-making competence. Specifically, they had higher scores for empathic skills [(16.84±4.62) vs. (14.02±3.68)] and empathic attitudes [(29.85±3.78) vs. (27.77±3.23)], and a lower preference for physician authority score [(6.80±0.93) vs. (7.77±1.01)]. All of these differences were statistically significant (all P<0.05). Conclusions Incorporating role-playing teaching method into orthodontic case-based teaching enhances students' empathic competence, promotes the development of shared decision-making competence, and reduces tendencies toward physician-dominated decision-making.
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