教师模拟标准化病人在精神病学抛锚式教学中的应用

摘要

目的 探讨教师模拟标准化病人在精神病学抛锚式教学中的应用效果.方法 采用实验对照方法.选择中山大学中山医学院2011级五年制临床医学专业102名学生为研究对象,将其分为3组,分别为经典的抛锚式教学组(经典组,34名学生)、改良的抛锚式教学组(改良组,36名学生)、教师模拟标准化病人的抛锚式教学组(teachers simulate standardized patients,TSSP组,32名学生).实习结束后,采用"精神病学实习教学课堂质量评估调查问卷",对3组学生的教学效果进行评价.结果经典组学生的自主学习因子得分、教学方法因子得分、教学过程因子得分、课程设计因子得分和量表总分分别为[(21.47±1.42)分、(17.09±1.19)分、(21.44±1.54)分、(22.41±1.37)分、(82.41±2.90)分];改良组学生的自主学习因子得分、教学方法因子得分、教学过程因子得分、课程设计因子得分和量表总分分别为[(21.83±1.50)分、(17.69±1.56)分、(22.25±1.75)分、(22.92±1.96)分、(84.69±3.85)分];TSSP组学生的自主学习因子得分、教学方法因子得分、教学过程因子得分、课程设计因子得分和量表总分分别为[(23.03±1.62)分、(18.25±1.46)分、(23.66±1.21)分、(23.41±2.20)分、(88.34±3.01)分];3组学生自主学习因子(F=9.57,P<0.05)、教学方法因子得分(F=5.56,P<0.05)、教学过程因子得分(F=17.73,P<0.05)和量表总分(F=26.99,P<0.05)比较,其差异均具有统计学意义.自主学习因子得分、教学过程因子得分和量表总分比较,TSSP组优于改良组(均P<0.05).自主学习因子得分、教学方法因子得分、教学过程因子得分和量表总分上,TSSP组优于经典组(均P<0.05).此外,教学过程因子得分和量表总分比较,改良组优于经典组(均P<0.05).结论 在精神病学教学中,采用教师模拟标准化病人的抛锚式教学效果较好,其比经典和改良抛锚式教学效果更佳.%Objective To explore the effects of teachers' simulation standardized patients in the psychiatric anchored practice teaching. Methods The five-year undergraduate intern trainees of clinical medicine at Sun Yat-sen University were randomly divided into three groups, the classic anchored teaching group ( classic group, 34 students) , improvement of anchored teaching group ( modified group, 36 students) ,"teachers' simulation standardized patients" anchored group ( TSSP group, 32 students ) , and use"psychiatric practice teaching quality of classroom assessment questionnaire" to evaluate the teaching effect. Results Classic group of autonomous learning factor points factor, teaching methods, teaching process, curriculum design factor of factor and scale total score were (21. 47±1. 42),(17. 09±1. 19),(21. 44±1. 54), (22. 41±1. 37),(82. 41±2. 90) respectively, modified group of autonomous learning factor points factor, teaching methods, teaching process, curriculum design factor of factor and scale total score were ( 21. 83 ± 1. 50) , ( 17. 69 ± 1. 56 ) , ( 22. 25 ± 1. 75 ) , ( 22. 92 ± 1. 96 ) , ( 84. 69 ± 3. 85 ) respectively. TSSP group of autonomous learning factor points factor, teaching methods, teaching process, curriculum design factor of factor and scale total score were (23. 03±1. 62),(18. 25±1. 46),(23. 66±1. 21),(23. 41±2. 20),(88. 34± 3. 01) respectively, the three groups were statistically significant in the autonomous learning ( F=9. 57, P<0. 05), the teaching method (F=5. 56, P<0. 05), the teaching process (F=17. 73, P<0. 05) and total scores of scale ( F=26. 99, P<0. 05) . The TSSP group was superior to the modified group ( P<0. 05) in the comparison of scores of independent learning factors, teaching process factors and total scale scores. In terms of factors of independent learning, factors of teaching methods, factors of teaching process and total scores of the scale, TSSP group was superior to the classical group ( all P<0. 05) . In addition, in terms of teaching process factors and total scores of the scale, the modified group was superior to the classical group ( all P<0. 05) . Conclusions It is more effective to use "teachers simulate standardized patients" in anchorage teaching, which can be further popularized in psychiatric practice teaching.