中华医学教育杂志

中华医学教育杂志 >

2019 , Vol. 39 >Issue 10: 759 - 762

DOI: https://doi.org/10.3760/cma.j.issn.1673-677X.2019.10.008

人才培养

早期临床辅助科室实践活动对临床医学专业学生综合素质能力培养的影响

  • 钟柳英 ,
  • 丁晓晓 ,
  • 胡晓琦 ,
  • 韦华玲 ,
  • 吴嘉同 ,
  • 刘娟
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  • 广州医科大学附属第三医院妇产科 广州重症孕产妇救治中心 广东省产科重大疾病重点实验室 510150

收稿日期: 2019-01-22

  网络出版日期: 2020-12-09

基金资助

2015年广东省本科高校教学质量与教学改革工程(粤教高函〔2015〕133号)

收起

Effect on medical students' comprehensive quality cultivation with early clinical assistant department practice

  • Zhong Liuying ,
  • Ding Xiaoxiao ,
  • Hu Xiaoqi ,
  • Wei Hualing ,
  • Wu Jiatong ,
  • Liu Juan
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  • Department of Obstetric and Gynecology,the third Affiliated Hospital of Guangzhou Medical University & Obstetric Critical Care Center of Guangzhou & Key Laboratary for Major Obstretric Disease of Guangzhou,Guangzhou 510150,China

Received date: 2019-01-22

  Online published: 2020-12-09

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摘要

目的 探讨早期接触临床辅助科室的实践活动对临床医学专业学生综合素质能力培养的影响,为医学院校开展社会实践提供参考。方法 2015年~2017年,选取参与广州医科大学附属第三医院寒暑期社会实践活动的本校2014级临床医学专业82名学生为研究对象,将其中参与临床辅助科室实践活动的38名学生设为实验组,参与医疗志愿服务的44名学生设为对照组,比较两组学生跨专业学习准备量表(ReadinessforInterprofessionalLearningScale,RIPLS)评分和基础医学综合考试成绩。结果 实验组学生RIPLS评分、基础医学综合考试成绩[(76.05±5.28)分、(91.08±9.20)分]均高于对照组学生[(72.57±4.48)分、(86.34±7.11)分],其差异均具有统计学意义(均P<0.05)。实验组学生在社会实践前后的RIPLS总分[(71.71±5.50)分、(76.05±5.28)分]、团队合作因子评分[(34.08±3.32)分、(38.08±2.99)分]和基础医学综合考试成绩[(83.33±8.34)分、(91.08±9.19)分]的差异均具有统计学意义(均P<0.05);在社会实践前后职业认同评分[(28.29±3.31)分、(28.29±2.73)分]和角色认同评分[(9.34±1.68)分、(9.68±1.51)分)]的差异均无统计学意义(均P>0.05)。对照组学生在社会实践前后的团队合作评分[(34.84±2.81)分、(36.07±2.67)分]、职业认同评分[(27.89±2.03)分、(26.50±2.22)分]和角色认同评分[(9.09±1.34)分、(10.00±1.74)分]的差异均具有统计学意义(均P<0.05);在社会实践前后的RIPLS总分[(71.82±4.69)分、(72.57±4.48)分]、基础医学综合考试成绩[(84.20±7.69)分、(86.34±7.11)分)]的差异均无统计学意义(均P>0.05)。结论 早期接触临床辅助科室的实践活动有助于提高临床医学专业学生跨专业学习的积极性和基础医学综合考试成绩,有助于培养医学生的团队合作能力,提高医学生的职业认同感。

关键词： 早期接触; 社会实践; 临床医学专业; 医学生; 综合素质能力

本文引用格式

钟柳英 , 丁晓晓 , 胡晓琦 , 韦华玲 , 吴嘉同 , 刘娟 . 早期临床辅助科室实践活动对临床医学专业学生综合素质能力培养的影响[J]. 中华医学教育杂志, 2019 , 39(10) : 759 -762 . DOI: 10.3760/cma.j.issn.1673-677X.2019.10.008

Abstract

Objective To explore the impact on medical students' comprehensive quality with early exposure to clinical auxiliary department,thus prove suggestions to support social practice of students.Methods Totally 82 students joined social practice in the third Affiliated Hospital of Guangzhou Medical University as the research object from 2015 to 2017,including 38 who exposed to clinical assistant department as experimental group,another 50 who just function as medical volunteer as the control group,and then compare the score of Readiness for Interprofessional Learning Scale and Comprehensive examination chievement of basic medicine in two groups.Results The cross major learning scale scores and the based comprehensive medical exam scores in the experimental group (76.05±5.28,91.08±9.20)were higher than those of control group (72.57±4.48,86.34±7.11),the differences were statistically significant (all P<0.05).Before and after the clinical practice in the experimental group of RIPLS (71.71±5.50,76.05±5.28),teamwork factor score (34.08±3.32,38.08±2.99) and total score based comprehensive medical examination results (83.33±8.34,91.08±9.19),which were statistically significant (all P<0.05).However,professional identity(28.29±3.31,28.29±2.73)and role identity(9.34±1.68,9.68±1.51) failed to show significant difference between two factors (all P>0.05).The control group before and after the social practice showed teamwork factor score (34.84±2.81,36.07±2.67),professional identity (27.89±2.03,26.50±2.22) and role identity (9.09±1.34,10.00±1.74),the differences were statistically significant(all P<0.05),but the difference in RIPLS (71.82±4.69,72.57±4.48)and total score based comprehensive medical examination results (84.20±7.69,86.34±7.11)had no statistical significance (all P>0.05).Conclusions Early exposure to clinical assistant departments as social practice helps students to improve the enthusiasm in cross-specialty learning and the results of comprehensive examination of basic medicine,to cultivate the team cooperation spirit of medical students,and to enhance their professional identity.

Key words： Early contact; Social practice; Clinical medicine major; Medical students; Comprehensive quality and ability

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