| 基金项目:上海市属高校应用型本科试点专业 |
|
| 摘要点击次数: 389 |
| 全文下载次数: 142 |
| 中文摘要: |
| SMART原则是一种项目管理工具，包括明确性、可衡量性、可实现性、相关性、时效性五方面。本次线上营养实践课程引入SMART原则教学方法，帮助学生构建自主学习。并采用问卷调查的形式了解学生对课程的满意度，以及在课程前后请学生从协作态度，领导能力，表达能力，智力挑战能力四维度进行自我实践能力评估。结果发现90%学生对本门线上营养实践课程的总体满意。86%学生能够接受线上营养实践。和开课前相比，课程结束后学生的自我评价协作能力提高7%（P<0.001），领导能力提高13%（P<0.001），表达能力提高14%（P<0.001），智力挑战能力提高10%（P<0.001）。本次线上营养实践课程证明SMART教学模式通过设置切实可行、明确具体以及有时间限制的教学目标，帮助学生构建自主学习的教学体系，提高学生的学习兴趣，切实提高学生实践能力。本次线上营养实践课程的探索为SMART教学方法在实践教学中的应用提供启示。 |
| 英文摘要: |
| Objective To explore whether the special training of doctor-patient communication based on practical teaching can develop undergraduates communication skills in emergency environment. Methods A total of 60 medical undergraduate students of grade three were enrolled randomly and were divided equally into the control group and the training group, with 30 ones in each group. The students in control group were taught with basic theory of doctor-patient communication and required to take part in peer role-playing. Besides the same content of the courses, the students in training group were additionally given case discussion on internet medical care platform and clinical clerkship. Before and after training, self-assessment scale and Maastricht comprehensive evaluation scale were used to evaluate the doctor-patient communication ability of medical students. SPSS 22.0 software was used to analyze the reliability of the scale and ANOVA were adopted to analysis the data. Results There was no significant difference in communicative skills between the two groups before training. The students of the control group exhibited no significant increase of communicative skills after training. In a contrast, the self-assessments completed by the students in training group improved significantly after the training. The expert-rating communication skills including such overall communication ability and three individual items as exploration, emotion and empathy have improved significantly for the training group after the training. Taking the training courses of doctor-patient communication has a significant impact on overall communication competency for students [F(time×course)=5.38, P<0.05, Partial η2=0.133)]. Conclusion The special training of doctor-patient communication with the frame given priority to practice is beneficial to stimulate study interest and improve communication skills for medical undergraduate students. It’s a useful attempt to apply the internet medical care platform to the practice of doctor-patient communication teaching. |
|
查看全文 查看/发表评论 下载PDF阅读器 |
|
| 关闭 |
|
|
|
