Effect of Mixed Situational Simulation Teaching on Improving the Doctor-patient Communication Ability of Pediatric Residents
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摘要:
目的 探讨混合式情景模拟教学对提升儿科住院医师规范化培训学员医患沟通能力的效果。 方法 选入2016年9月到2019年12月在昆明医科大学第二附属医院儿科进行培训的规范化培训学员共56名，随机分成两组，每个小组中纳入28名学员。实验组采用混合式情境模拟教学法即：标准化病人辅助下的情景模拟教学法和Seminar教学法，对照组采用基础教学法，分析儿科轮转住院医师规范化培训学员医患沟通的理论、实践操作考核分数、学员对教学的满意度、学员沟通能力的提升率。 结果 与对照组相比，实验组的学员满意度较高，且考核分数较好，沟通能力的提升率更高，两组数据，差异有统计学意义（P < 0.05）。 结论 在儿科的教学工作中，科学的采用混合式情境模拟教学方式，能够提高儿科轮转住院医师规范化培训学员的医患沟通能力，全面提升临床胜任能力。 Abstract:Objective To evaluate the effect of mixed situational simulation teaching on improving the doctor-patient communication skills of pediatric residents. Methods From September 2016 to December 2019 in our hospital of pediatrics rotation, a total of 56 students receiving resident standardization training in accordance with the standards of parity method were divided into two groups, each group of 28. In the experimental group, students were given the hybrid scenario teaching methods - scene simulation combined with standardized patients and Seminar teaching method, students in the control group adopted the basic teaching method, then we analyzed the theory and the practice operation assessment scores, the satisfaction on teaching, and the improvement rate of the communication ability of students receiving resident standardization training. Results Compared with the data of the control group, the experimental group had higher satisfaction degree, better assessment scores, higher improvement rate of communication ability, and there was a difference between the two groups（P < 0.05）. Conclusion In the teaching of pediatrics, adopting the mixed situation simulation teaching method scientifically can improve the doctor-patient communication ability of the trainees in the standardized training of pediatric rotation resident physicians, and comprehensively improve the clinical competence. -
表 1 考核分数[（
$\bar x \pm s$ ），分]Table 1. Assessment score[（
$\bar x \pm s$ ），scores]组别 例数（n） 理论 实践操作 实验组 28 93.4 ± 1.4 92.1 ± 1.4 对照组 28 76.6 ± 1.8 75.5 ± 1.8 t 38.9840 38.5199 P < 0.001* < 0.001* 
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表 2 满意度[n（%）]
Table 2. Satisfaction degree[n（%）]
组别 例数 非常满意 一般满意 不满意 总满意度 实验组 28 22（78.5%） 5（17.9%） 1（3.6%） 27（96.4%） 对照组 28 15（53.6%） 5（17.9%） 8（28.6） 20（71.4%） χ2 6.487 P 0.011* *P < 0.05。
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表 3 沟通能力提升率[n（%）]
Table 3. Improvement rate of communication ability [n（%）]
组别 例数 基础疾病沟通能力 突发事件沟通能力 其他沟通能力 未提升 提升率 实验组 28 12（42.9） 5（17.9） 10（35.7） 1（3.6） 27（96.4） 对照组 28 6（21.4） 5（17.9） 10（35.7） 7（25） 21（75.0） χ2 5.250 P 0.022* *P < 0.05。
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