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目的探讨角色扮演教学法在全科医师师资培训中的应用效果。方法以2014年4月参加“云南省全科医师师资培训”项目的 139名学员为研究对象,采用随机数字表法分为试验组68例和对照组71例。对照组采用传统教学法进行授课,试验组采用角色扮演教学法结合传统教学法进行授课。培训结束后,采用情景模拟考核法进行考核,评估内容包括:全科医学知识和技能、带教综合能力和教学评价3个方面。结果两组在人文关怀得分上差异有统计学意义(P<0.05),在全科知识、体格检查、沟通能力得分及全科医学知识和技能总分上差异均无统计学意义(P>0.05)。两组在带教意识、带教方法、带教思维、带教能力得分及带教综合能力总分上差异均有统计学意义(P<0.05)。两组在教学准备、教学组织、语言表达及教学评价总分上差异均有统计学意义(P<0.05)。结论角色扮演教学法能够提高学员的教学综合能力和学习有效性,值得在全科医师师资培训中应用推广。
Objective To explore the application of the role-playing teaching method in the training of general practitioners. METHODS: A total of 139 participants who participated in “Yunnan General Practitioner Training Program” in April 2014 were divided into experimental group (n = 68) and control group (n = 71) by random number table. The control group was taught by the traditional teaching method. The experimental group adopted the method of role-playing teaching combined with the traditional teaching method. After the training, the use of scenario simulation assessment method for assessment, assessment include: general medical knowledge and skills, comprehensive ability to teach and teaching evaluation of three aspects. Results There were significant differences in humane care scores between the two groups (P <0.05). There was no significant difference in general knowledge, physical examination, communicative competence scores and general medical knowledge and skills scores (P> 0.05 ). There was significant difference between the two groups in the scores of teaching awareness, teaching methods, teaching thinking, teaching ability scores and teaching comprehensive ability scores (P <0.05). The difference between the two groups in teaching preparation, teaching organization, language expression and teaching evaluation scores were statistically significant (P <0.05). Conclusions The role-playing teaching method can improve students’ comprehensive ability and learning effectiveness of teaching, which is worth to be applied in general practitioner training.