引用本文:秦宇1 王春妹2 唐健3 李晓霞2.结构性反馈框架在基于标准化病人问诊教学中的应用[J].中华医学教育探索杂志,2020,(7):817~819
结构性反馈框架在基于标准化病人问诊教学中的应用
Application of structured feedback framework in the training of diagnostic inquiry teaching based on the standardized patient
DOI:
中文关键词:  问诊  标准化病人  结构性反馈框架
英文关键词:Inquiry  Standardized patient  Structured feedback framework
基金项目:
作者单位
秦宇1 王春妹2 唐健3 李晓霞2 1天津医科大学诊断学教研室 3000702天津医科大学教务处 3000703天津医科大学人文学院 300070 
摘要点击次数: 93
全文下载次数: 30
中文摘要:
      目的 探讨结构性反馈框架应用于标准化病人(standardized patient,SP)课后问诊教学的效果。方法 将天津医科大学2016级临床医学专业学生共 338人分为实验组与对照组,两组均采用常规教学,实验组采用常规教学结合SP应用结构性框架进行反馈。比较应用结构性反馈框架教学前后实验组学生的问诊考核成绩及对SP问诊的满意度调查。采用SPSS 21.0统计软件进行t检验、Wilcoxon符号秩检验以及卡方检验。结果 实验组经结构性反馈框架教学后问诊考核总分[85.750(80.875,89.000),P<0.001]、现病史[38.000(33.000,42.000),P=0.022]、既往史[4.000(4.000,5.000),P=0.008]、个人史[2.000(1.000,4.000),P<0.001]等方面的成绩均提高显著,且病史搜集能力也得到明显提升[9.000(9.000,10.000),P=0.002]。实验组学生普遍希望在今后的课程中参与课后SP指导练习,并认为SP教学法对提高临床思维帮助很大(P=0.000)。结论 将结构性反馈框架应用于课后SP问诊教学中效果明显,值得在问诊教学中推广。
英文摘要:
      Objective To explore the application effect of standardized patient (SP) combined with structured feedback framework method in the training of diagnostic inquiry. Methods A total of 338 students in Grade 2016 of Tianjin Medical University majored clinical medicine was divided into experimental group and control group. Both groups were applied with routine teaching method. The experimental group were trained by SP combined with structured feedback framework method in diagnostic inquiry. Students in the two groups were evaluated systematically by examination of inquiry skills, and the satisfaction with SP was investigated. SPSS 21.0 was used for t test, and Wilcoxon symbolic rank test and chi-square test were performed in the study. Results After trained by SP combined with structured feedback framework method, the experiment group got better performance in inquiry skill examinations, including total points [85.750 (80.875, 89.000), P<0.001], history of present illness [38.000 (33.000, 42.000), P=0.022], history of past illness history [4.000 (4.000, 5.000), P=0.008] and personal history [2.000 (1.000, 4.000), P<0.001], as well as the ability of collecting the history [9.000 (9.000, 10.000), P=0.002]. Moreover, students in the experimental group were more satisfied with SP than those in the control group (P=0.000). Conclusion The SP combined with structured feedback framework method is applicable in the training of diagnostic inquiry, and it’s worth promoting in practice.
查看全文  查看/发表评论  下载PDF阅读器
关闭
微信关注二维码