摘要
目的研究分析叙事案例教学法在临床急诊教学中的应用效果。方法选取2021年3月—2022年3月锦州医科大学学习临床急诊医学的学生64名作为研究对象,并随机分为2组,每组32名。对照组采用案例教学法进行教学,研究组采用叙事案例教学法进行教学。完成教学后,对两组实习生的考核成绩、叙事能力、共情力、沟通能力、临床带教教学满意度进行比较。结果教学前,两组学生叙事能力量表各方面评分及总成绩差异均无统计学意义(P>0.05)。教学后,研究组学生叙事能力量表各方面评分及总成绩明显高于教学前,差异有统计学意义(P<0.05)。对照组学生沟通能力评分及总成绩明显优于教学前,差异有统计学意义(P<0.05)。叙事能力、共情能力、平行病历书写能力均高于教学前,但差异无统计学意义(P>0.05)。组间比较,研究组叙事能力量表各方面评分及总成绩均明显高于对照组,差异有统计学意义(P<0.05)。研究组平时成绩、出科考试成绩及总成绩均高于对照组,但差异无统计学意义(P>0.05)。研究组教学满意度高于对照组,差异有统计学意义(P<0.05)。结论在临床急诊教学中应用叙事案例教学法,可明显提高学生的叙事能力、共情力、沟通能力、平行病历书写能力及考试成绩,有助于减少医患纠纷事件的发生,也可提高临床带教教学满意度,值得进一步应用。
Objective To study and analyze the application effect of narrative case teaching method in clinical emergency teaching.Methods A total of 64 students studying clinical emergency medicine in Jinzhou Medical University from March 2021 to March 2022 were selected as research subjects and randomly divided into two groups,with 32 students in each group.The control group used case teaching method for teaching,while the research group used narrative case teaching method for teaching.After completing the teaching,the assessment scores,narrative skills,empathy,communication skills,and clinical teaching satisfaction of the two groups of interns were compared.Results Before teaching,there was no statistically significant difference in the scores and total scores of the two groups of students on the Narrative Ability Scale(P>0.05).After teaching,the narrative ability scale scores and total scores of the research group students were significantly higher than before teaching,and the difference was statistically significant(P<0.05).The communication ability score and total score of the control group students were significantly better than before teaching,and the difference was statistically significant(P<0.05).The narrative ability,empathy ability,and parallel medical record writing ability were all higher than before teaching,but the difference was not statistically significant(P>0.05).Inter group comparison showed that the narrative ability scale scores and total scores of the research group were significantly higher than those of the control group,with statistical significance(P<0.05).The research group's daily scores,entrance exam scores,and total scores were all higher than the control group,but the difference was not statistically significant(P>0.05).The teaching satisfaction of the research group was significantly higher than that of the control group,and the difference was statistically significant(P<0.05).Conclusion The application of narrative case teaching method in clinical emergency teaching can significantly improve students'narrative ability,empathy,communication ability,parallel medical record writing ability,and exam scores,help reduce the occurrence of doctor-patient disputes,and also improve clinical teaching satisfaction,which is worthy of further application.
作者
曲红梅
赵阳
李振国
阚丽丽
金艳荣
杨鑫
于嘉
QU Hongmei;ZHAO Yang;LI Zhenguo;KAN Lili;JIN Yanrong;YANG Xin;YU Jia(Department of Emergency,Panjin Liaoyou Baoshihua Hospital,Panjin Liaoning 124010,China)
出处
《中国继续医学教育》
2024年第4期57-61,共5页
China Continuing Medical Education
基金
锦州医科大学教育教学研究与改革项目(YB2022038)。
关键词
叙事案例教学法
案例教学法
急诊
共情力
沟通能力
满意度
narrative case teaching method
case teaching method
emergency treatment
empathy
communication skills
satisfaction
