学生角色扮演教学法在提高医学生问诊能力中的应用

摘要

目的：探讨学生角色扮演教学法在提高医学生问诊能力中的作用。方法：选取73名临床医学专业三年级学习“诊断学”问诊见习的学生，按照随机数表法将其分为观察组(36名)与对照组(37名)；观察组采用学生角色扮演教学法，对照组采用传统教学模式；通过病历书写情况，期末问诊考核和症状学理论考核成绩评价两组教学效果。观察组学生在完成考核之后，填写调查问卷，了解学生角色扮演教学法给学生带来的益处，并作统计分析。结果：观察组学生病历书写成绩为(67.18±6.37)分，对照组为(61.42±6.65)分，两组相比差异有统计学意义(t=3.70， P＜0.05)；观察组学生期末问诊考核成绩为(78.29±10.08)分，对照组为(72.05±12.08)分，两组相比差异有统计学意义(t=2.39，P＜0.05)；观察组和对照组学生期末理论考核成绩分别为(72.57±8.24)分和(70.26±11.07)分，两组相比差异无统计学意义(t=1.00，P＞0.05)。观察组收回问卷35份，绝大部分学生认为学生角色扮演教学法有利于提高学习问诊的积极性和主动性，提高与患者沟通的信心，巩固所学知识。结论：学生角色扮演教学法有助于学生在较短时间内掌握常见症状的问诊要点和医患沟通的基本技巧，增强学生面对患者问诊的信心，值得推广。%Objective:To explore the effect of role-play teaching method for improving inquiry skills of medical students.Methods: 73 junior medical students learning diagnostics were divided into observation group (36 cases) and control group(37 cases) randomly as random number table. The observation group received role-play teaching method and the control group received conventional teaching. The effect of teaching was evaluated by medical record writing, examination of inquiry and symptomatology. Students of observation group filled in questionnaire after examination in order to understand the benefit of new method for students. All of datum were analyzed through t-test.Results: Statistical difference was found in medical record writing between observation group (67.18±6.37) and control group (61.42±6.65) (t=3.70,P<0.05). Examination of inquiry in observation group (78.29±10.08) was higher than in control group (72.05±12.08) (t=2.39,P<0.05). But statistical difference was not found in examination of symptomatology between these two groups (t=1.00,P>0.05), and they were 72.57±8.24 and 70.26±11.07, respectively. 35 students in experimental group filled in questionnaire. Most of the students felt that role-play teaching method could increase learning enthusiasm and initiative of students. They believed it can improve their confidence to communicate with patients and consolidated their knowledge.Conclusion: Role-play teaching method contribute to grasp main point of inquiry for common symptom and basic skills of doctor-patient communication in a comparatively short time for students, and it can increase their confidence to face patients. This method is worthy for promotion.