Objective To compare the results of emergency clinical training for medical students and to put forward some suggestions.Methods Toatlly 207 medical students of Grade 4 studied in the first people' s hospital of Shanghai Jiaotong university from 2009 to 2011 were divided into the traditional group (n =90 ) and the experimental group (n =117 ).The students in the experimental group participated in emergency clinical training in summer vacation while those in the traditional group did not.Questionnaires about their self-learning ability,clinical communicating ability and critical thinking ability after training the were conducted and the data were analyzed by descriptive statistical analysis.Results One hundred and five effective questionnaires were recovered from the experimental group,with the recovery rate 89.7％ and 62 effective questionnaires were recovered from the traditional group,with the recovery rate 68.9％.The scores about clinical communicating ability and critical thinking ability of the experimental group were significantly highcr than those of the traditional group [ (79.45 ± 9.354)vs.(75.87 ± 9.926),(263.38 ± 30.925 ) vs.(251.36 ± 23.679),P ＜ 0.05 ].However,there was no significant difference in scores about self-learning ability between the two groups [ ( 153.97 ± 23.725 ) vs.( 149.83 ± 13.891 ),P ＞ 0.05].Conclusion Emergency clinical training is helpful to improve medical students' clinical communicating ability and critical thinking ability.It is worth popularizing.%目的 通过比较急诊见习的教学效果,提出改进建议.方法 选择2009年至2011年在上海交通大学附属第一人民医院进行临床医学理论学习的四年级本科生207名,随机分为两组.实验组学生(117名)利用暑假参加急诊见习教学活动,传统组学生(90名)未参加.活动结束后对实验组和传统组学生发放自主学习能力、临床沟通能力和批判性思维能力(中文版)测量表测评,采用均数±标准差进行描述性统计分析.结果 回收实验组学生有效问卷105份,回收率89.7％；回收传统组学生有效问卷62份,回收率68.9％.实验组学生的临床沟通能力和批判性思维能力的测评分值明显高于传统组学生,差异有统计学意义[ (79.45±9.354)和(75.87 ±9.926)分,(263.38±30.925)和(251.36 ±23.679)分,P＜0.05]；而自主学习能力的测评分值,实验组虽高于传统组,但差异无统计学意义[(153.97±23.725)和(149.83±13.891)分,P＞0.05].结论 急诊见习是提高医学生临床沟通能力和批判性思维能力的有效途径,值得推广.
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