妇产科临床见习教学中融入人文素质教育分析

摘要

Objective To analyze the humanistic quality education into clinical practice of obstetrics and gynecology teach-ing of clinical results, and summary of teaching experience. Methods April 2013 - March 2014 as a control stage, accord-ing to the conventional teaching model of clinical teaching, another selected in April 2014 - March 2015 to observe the stage, the humanistic quality education into clinical teaching, Compare two stage teaching effect. Results The results in the interrogation stage intern skills, history taking, practical aspects of the operation and write a history of relatively higher contrast significant difference between groups (t=11.32,10.57,13.72,9.85;P<0.05); and observation phase Humanity Quality Education evaluation showed that can stimulate interest in learning, improve practical ability, can strengthen the resilience and better caring for patients ratio of 27 cases(90.00%),25(83.33%),28 (93.33%),27(90.00%), higher than that, statistically significant differences between groups (χ2=6.58,5.10,7.17,6.93;P<0.05). Conclusion The humanistic quality education into practice teaching in obstetrics and gynecology exact effect, it should be widely applied.%目的 分析人文素质教育融入到妇产科临床见习教学中的效果, 并总结教学经验. 方法 选取2013年4月—2014年3月作为对照阶段,按照常规教学模式进行临床带教,另选取2014年4月—2015年3月为观察阶段,将人文素质教育融入到教学中,对比两阶段带教效果.结果 观察阶段实习生在问诊技巧、病史采集、实践操作以及病史书写方面的成绩相对更高,组间对比差异有统计学意义(t=11.32,10.57,13.72,9.85;P<0.05);且观察阶段的人文素质教育评价显示, 认为可激发学习兴趣、 可提高实践能力、 可强化应变能力以及能更好关心体贴病患病例的比例为27 (90.00%)、25(83.33%)、28(93.33%)、27(90.00%),高于对照组,组间差异具统计学意义(χ2=6.58,5.10,7.17,6.93;P<0.05).结论 将人文素质教育融入到妇产科见习教学中的效果确切,值得推广应用.