Objective This study aims to investigate the impact of implementing structured questioning techniques in the clinical internship education of obstetrics and gynecology. Methods Utilizing a trial-control methodology, this study selected 206 clinical medicine students from the 2017 and 2018 cohorts who interned in the Department of Obstetrics and Gynecology at the First Clinical College of Wuhan University between September 2021 and September 2023. The participants were randomly assigned into two groups using a random number table. The experimental group, comprising 98 students, received instruction in structured questioning and diagnosis, whereas the control group, consisting of 108 students, was taught using conventional questioning and diagnosis techniques. A questioning assessment and a patient satisfaction questionnaire were employed to evaluate the educational outcomes of the two student groups. Statistical analyses were conducted using the t test and χ2 test to interpret the data. Results The test group students′ scores on the diagnostic examination (80.34±3.18) were higher than those of the control group students (77.39±3.23), and the difference was statistically significant (P<0.001), which was mainly reflected in the fact that the test group students′ scores on the history of current illnesses (33.49±1.23) were higher than that of the test group students (32.60±1.92), and that the scores on the history of menstruation and marriage and parenthood (12.54±1.73) were higher than that of the control group students (11.38±1.11), all P<0.05. The length of consultation of the control group students (12.34±1.71) minutes was less than that of the experimental group students (14.89±2.04) minutes, and the difference was statistically significant (P<0.001); and the patient satisfaction scores of the experimental group students (15.35±1.42) were higher than that of the control group students ( 14.50±1.58), the difference was statistically significant (P<0.001), mainly reflected in the number of interruptions of students in the experimental group (3.05±0.81) was significantly less than that of students in the control group (3.92±0.94), and the difference was statistically significant (P<0.001). Conclusions The implementation of structured questioning techniques enhances the questioning abilities and patient satisfaction levels among obstetrics and gynecology interns, while also advancing students′ doctor-patient communication skills, which can be further developed.
Yang Zhe
,
Ou Xiangyang
,
Zhang Qixuan
,
Wu Gengxiang
. The efficacy of structured questioning in the pedagogical approach to clinical internships in obstetrics and gynecology[J]. Chinese Journal of Medical Education, 2025
, 45(1)
: 50
-54
.
DOI: 10.3760/cma.j.cn115259-20230821-00150
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