摘要
目的探究循证实践(EBP)模式下情景模拟教学法(SST)联合标准化家属(SFM)对提升儿科临床实习生医患沟通中批判性思维的影响。方法选取2022年6月至2024年6月间于我院儿科进行临床实习的109名实习生,采用倾向性评分匹配(PSM)后纳入其中86名作为研究对象,根据培养方式将纳入的研究对象分为传统教学法组(n=43)和联合教学法组(n=43)。于教学前及教学后分别考核,比较两组实习生的循证实践能力得分、批判性思维能力得分、临床综合能力考核和考核成绩。相关性分析探究教学方法与批判性思维的相关性。双重差分法(DID)分析联合教学模式对循证实践能力、批判性思维能力的影响。教学结束后对两组实习生的教学趣味性和教学满意度进行统计比较。结果循证实践能力考核结果显示,教学后联合教学法组实习生的循证实践能力显著高于传统教学法组(P<0.05)。批判性思维能力考核结果显示,教学后联合教学法组实习生的批判性思维能力显著高于传统教学法组(P<0.05)。相关性分析结果显示,教学方法与实习生批判性思维间存在相关性(P<0.05)。DID分析结果显示,联合教学模式可以有效提高实习生循证实践能力、批判性思维能力。教学趣味性比较显示,联合教学法组实习生的教学趣味性显著优于传统教学法组(P<0.05)。教学满意度比较显示,联合教学法组的培训形式、教学内容、理解程度和总平均分显著高于传统教学法组(P<0.05)。结论EBP模式下SST联合SFM教学模式可以显著提升儿科临床实习生循证实践能力和医患沟通中的批判性思维,还具有临床综合能力、考核成绩、教学趣味性和教学满意度等方面的优势,具有较高的应用价值。
Objective To explore the impact of scenario-simulation teaching method(SST)combined with standardized family(SFM)in evidence-based practice(EBP)model on improving critical thinking in doctor-patient communication among pediatric clinical interns.Methods A total of 109 interns who had clinical practice in the Department of Pediatrics of our hospital from June 2022 to June 2024 were selected,and 86 of them were included as study subjects after adopting propensity score matching(PSM).The subjects were divided into traditional teaching method group(n=43)and combined teaching method group(n=43)according to training methods.Before and after teaching,the two groups of interns were assessed respectively,and the scores of evidence-based practice ability,critical thinking ability,clinical comprehensive ability assessment and assessment results were compared.Relevance analysis explores the relevance of teaching methods and critical thinking.The influence of the combined teaching mode on the ability of evidence-based practice and critical thinking was analyzed by DID.After the teaching,the teaching interest and teaching satisfaction of the two groups of interns were statistically compared.Results The results of evidence-based practice ability assessment showed that the evidence-based practice ability of the combined teaching group was significantly higher than that of the traditional teaching group(P<0.05).The results of critical thinking ability assessment showed that the critical thinking ability of the combined teaching group was significantly higher than that of the traditional teaching group(P<0.05).The results of correlation analysis showed that there was a correlation between teaching methods and critical thinking of interns(P<0.05).DID analysis showed that the combined teaching model can effectively improve the ability of evidence-based practice and critical thinking of interns.The comparison of teaching interest showed that the learning interest,concentration,knowledge acceptance,image authenticity,vivid interest and learning motivation of the combined teaching group were significantly better than those of the traditional teaching group(P<0.05).The comparison of teaching satisfaction showed that the training form,teaching content,understanding degree and total average score of the combined teaching method group were significantly higher than those of the traditional teaching method group(P<0.05).Conclusion SST combined with SFM teaching mode under EBP model can significantly improve the evidence-based practice ability of pediatric clinical interns and critical thinking in doctor-patient communication,and also has advantages in clinical comprehensive ability,assessment results,teaching interest and teaching satisfaction,which has high application value.
作者
周庆女
胡佳文
黄华飞
杨戎威
江余明
丁晓玲
ZHOU Qingnv;HU Jiawen;HUANG Huafei;YANG Rongwei;JIANG Yuming;DING Xiaoling(Department of Neonatology,Jiaxing Maternity and Child Health Care Hospital,Jiaxing,Zhejiang 314051,China;Department of Pediatrics,Jiaxing Maternity and Child Health Care Hospital,Jiaxing,Zhejiang 314051,China)
出处
《中国优生与遗传杂志》
2025年第10期2234-2240,共7页
Chinese Journal of Birth Health & Heredity
基金
嘉兴市科技计划项目民生科技创新研究(2022AD30083)
嘉兴大学临床教学基地教改专项(851521096)。
关键词
循证实践模式
情景模拟教学法
标准化家属
批判性思维
evidence-based practice model
situational simulation teaching method
standardized family
critical thinking
