Objective To study the students′ satisfaction with the training course of medical history collection for different interview subjects, and provided further improvement of teaching methods. Methods 183 students majoring in stomatology in grade 2019 from Guizhou Medical University were divided into 3 groups by random number table method: the real patient (RP) group with real patients as interview objects, the student standardized patient (SP) group with students as interview objects and the teacher SP group with teachers as interview objects. After the course, all groups of students were assessed by medical history collection and medical recond writing.One-way ANOVA and Chi-square test were used to compare the differences between the groups. Results The scores of medical record writing in three groups from high to low were teacher SP group [(81.07±3.66) points], student SP group [(79.51±4.25) points] and RP group [(77.62±5.21) points], and the difference was statistically significant (F=9.27,P＜0.001). Then scores of medical record writing from to low were RP group [(75.62±7.19) points], teacher SP group [(75.49±6.65) points] and student SP group [(74.39±6.04) points], and the difference was not statistically significant (F=0.63,P=0.534). Conclusions Students gain different benefits from medical history training through different interview objects. When designing teaching plans for medical history collection, the corresponding methods can be selected according to their own needs.
Wei Yingying
,
Liao Jingfeng
,
Wu Daiqin
,
Tang Liantao
,
Zheng Hongmei
,
Chen Bingxiu
,
Zhang Huiling
. Comparison of teaching effect in history taking course with three interview subjects[J]. Chinese Journal of Medical Education, 2023
, 43(7)
: 513
-516
.
DOI: 10.3760/cma.j.cn115259-20220916-01186
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