人性化带教模式在妇产医院急诊科临床带教中的应用研究

摘要

Objective To analyze the effect of humanistic teaching model in the clinical teaching in emergency department of the hospital for gynaecology and obstetrics. Methods 60 cases of trainees from clinical major in the emergency depart-ment of the hospital for gynaecology and obstetrics from April 2015 to March 2016 were selected for the analysis research, and divided into two groups with 30 cases in each, the control group selected traditional teaching model in clinical teaching process, while the observation group selected humanistic teaching model in clinical teaching process, and the comprehensive examination achievements and self-assessment satisfactory degree of the two groups were compared after finishing intern assignments. Results The comprehensive examination achievement in the observation group was (89.36 ±4.27), which was obviously higher than that in the control group, and there was an obvious difference in the comprehensive examination achievement between the two groups with statistical significance, P<0.05, the satisfactory rates of motivating student’s inter-ests, enhancing communication capability, cultivating self-study capability, improving clinical thinking capability, helping understand theoretical knowledge and teaching way in the observation group were respectively 86.67%, 76.67%, 80.00%, 93.33%, 86.67% and 93.33%, which were obviously higher than those in the control group, and there were obvious differ-ences between the two groups with statistical significance, P<0.05. Conclusion The implementation of humanistic teaching model in the clinical teaching in the emergency department of the hospital for gynaecology and obstetrics can enhance the clinical practice enthusiasm of trainees, obviously improve the student’s comprehensive achievement, improve the satisfac-tory degree to clinical teaching work and obtain an ideal teaching effect, which is worth clinical promotion.%目的：对妇产医院急诊科临床带教过程中采取人性化带教模式所取得的效果进行分析。方法将2015年4月—2016年3月在妇产医院急诊科实习的临床系学生60例确定为分析对象，以随机方式将全部实习生划成两个组，即对照组(30例)和观察组(30例)，对照组在临床带教过程中选择的传统带教模式，而观察组在临床带教过程中选择了人性化的带教模式，在完成实习任务后，对比两组实习生的综合考核成绩与自评满意度。结果观察组实习生综合考核成绩是(89.36±4.27)，显著高于观察组实习生，两组实习生在综合考核成绩方面的对比差异有统计学意义(P﹤0.05)。观察组实习生在激发学生兴趣、增强沟通能力、培养自学能力、以及提高临床思维能力、帮助理解理论知识、教学方式方面的满意率分别是86.67%、76.67%、80.00%、93.33%、86.67%、93.33%，显著高于观察组实习生，两组实习生在激发学生兴趣、增强沟通能力、培养自学能力、以及提高临床思维能力、帮助理解理论知识、教学方式方面的满意率对比差异有统计学意义(P﹤0.05)。结论将人性化带教模式实施于妇产医院急诊科临床带教过程中，可以增强实习生的临床实践热情，使学生的综合成绩得到明显提高，同时也提高了对临床带教工作的满意度，可以获得理想的带教效果，值得临床推广。