引用本文:亓英国.教学角色扮演法在骨关节专科临床带教中的应用[J].中华医学教育探索杂志,2014,13(1):97~100
教学角色扮演法在骨关节专科临床带教中的应用
Application of role-playing in clinical teaching of bone and joint
DOI:
中文关键词:  骨关节专科  角色扮演  临床带教  应用效果
英文关键词:Bone and joint specialist  Role substitution  Clinical teaching  Application results
基金项目:
作者单位
亓英国 Department of Orthopedics Laiwu Hospital Affiliated to Taishan Medical University/ Shandong Laiwu People's Hos-pital 
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中文摘要:
      目的 探讨教学角色扮演法在骨关节专科临床带教中的应用效果。方法 选取2010至2012年在医院骨关节专科实习的100名本科临床医学专业实习生为研究对象,将其按照入院实习的先后顺序分为常规组和置换组,常规组的50名实习生给予常规临床带教,置换组的50名实习生给予角色扮演法教学,观察两组实习生的理论知识评分、技能操作评分、自我效能感评分、教师对其满意度和患者治疗依从性。采取SPSS 19.0统计学软件进行数据处理与分析,计量资料行独立样本t检验,采用均数±标准差(x±s)表示,计数资料采取χ2检验,以P<0.05为差异有统计学意义。结果 置换组实习生的理论知识评分、技能操作评分、自我效能感评分分别为(97.3±3.6)分、(95.3±3.3)分、(97.2±5.3)分;常规组实习生的理论知识评分、技能操作评分、自我效能感评分分别为(86.5±4.7)分、(81.6±3.8)分、(82.4±5.5)分;置换组的理论知识评分、技能操作评分、自我效能感评分均明显高于常规组,差异有统计学意义(P<0.05);常规组教师对学生满意度为80.0%(40/50),置换组教师对学生满意度为96.0%(48/50),置换组教师对学生满意度明显高于常规组,差异有统计学意义(P<0.05)。结论 教学角色扮演法在骨关节专科临床带教中应用是可行的,能够有效提高实习生的主动学习能力和技能操作水平,并且更好促进与患者之间的沟通,提高患者的临床治疗依从性,整个操作简单,值得推广。
英文摘要:
      Objective To investigate the effect of the role playing teaching method applied in clinical teaching of bone and joint. Methods Totally 100 clinical medicine undergraduates practiced in bone and joint department from 2010 to 2012 in our hospital were taken as research objects and were divided in to conventional group and substitution group in accordance with the admission order. Clinical teaching was used for 50 interns in conventional group while role playing teaching method was used for 50 interns in substitution group. Theoretical knowledge score, skill operation score, self-efficacy scores, teachers' satisfaction degree with the treatment and compliance of patient were observed and compared. SPSS 19.0 statistical software was used for data analysis and processing. Measurement data were analyzed by independent samples t test and enumeration data were analyzed by χ2 test. P <0.05 was considered statistically significant. All data were expressed as x±s. Results Theoretical knowledge score, skill operation score and self-efficacy score were (97.3 ± 3.6) points,(95.3 ± 3.3) points and (97.2 ± 5.3) points in substitution group while (86.5 ± 4.7) points, (81.6 ± 3.8) points and (82.4 ± 5.5) points in conventional group, with statistical differences (P<0.05). Satisfaction de-gree was 80.0%(40/50) in conventional group and 96.0%(48/50) in substitution group, with statisti-cal differences(P<0.05). Conclusions Role-playing method is feasible in bone and joint clinical teaching. It can effectively improve the interns' active learning capacity and skills to operate, promote patients' communication, improve patients' compliance and is simple to operate, therefore worthy of clinical application.|
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