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自1963年标准化病人(standardized patient,SP)应用于医学教学以来[1-2],越来越多的医学院校将SP应用到临床实践教学与评估中[3-4],不仅解决了医学临床实践教学的教学资源与手段的不足的问题,而且还可更好地解决在临床实践教学活动中所产生的与病人的矛盾及医学伦理问题,使医学生的临床岗位胜任力得到了提高[5],同时SP也广泛应用于客观结构化临床考试(objective structured clinical examinations,OSCE)中[6]。目前,对SP的培训及考核方法在各家院校各有特色[7-8],安徽医科大学自2016年以来组建了SP队伍及SP师资培训队伍,对SP进行多模态进阶式情景交流实训的培训,取得了较好的培训效果。现作报道。
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在安徽医科大学2017年参加国家二阶段执业医师考试实证研究考试的第一站及第二站成绩中,考官及SP对考生的评分分别为(59.87±12.40)分、(17.55±2.21)分,二者呈明显正相关关系(r=0.294,P < 0.01)。
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对30名SP进行OSCE的问诊测试时,教师及SP对学生的考核评分差异无统计学意义(P>0.05)(见表 1),学生及教师对SP的评价结果差异有统计学意义(P < 0.01)(见表 2)。
分组 评分/分 t P 教师组 76.38±15.42 -0.68 >0.05 SP组 78.95±13.78 表 1 教师及SP对学生的考核评分(ni=30)
分组 评分/分 t P 教师组 6.97±1.43 -3.36 < 0.01 考生组 8.24±1.50 表 2 教师及考生对SP的考核评分(ni=30)
进阶式多模态情景交流实训在标准化病人培训中的应用
Application of the advanced multi-modal and scenario-based communication drill in standardized patient training
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摘要:
目的 研究进阶式多模态情景交流实训在标准化病人(standardized patient,SP)培训中的应用效果。 方法 采用进阶式多模态情景交流实训对SP进行培训后,分析2017年度安徽医科大学国家二阶段执业医师考试实证研究第一站及第二站中考官与SP对考生评分的相关性;随机抽取30名SP进行客观结构化临床考试(objective structured clinical examinations,OSCE)考核,由教师及考生分别对SP进行评分。 结果 考官及SP对考生的评分分别为(59.87±12.40)分、(17.55±2.21)分,二者呈明显正相关关系(r=0.294,P < 0.01)。教师及SP对学生的考核评分差异无统计学意义(P>0.05),学生及教师对SP在OSCE考核中的表现评价结果差异有统计学意义(P < 0.01)。 结论 进阶式多模态情景交流实训在SP培训中具有良好的效果,值得进一步推广。 Abstract:Objective To research the effectiveness of the advanced multi-modal and scenario-based communication drill in standardized patient (SP) training. Methods After training SP with the advanced multi-modal and scenario-based communication drill, the correlation between examiner's and SP's score for medical student in the first station and second station of the empirical research in 2017 national two-step medical licensing examination in Anhui Medical University was analyzed.Thirty SPs were randomly selected to receive the objective structured clinical examinations (OSCE), and scored by teacher and medical student, respectively. Results The score of the medical student by examiner and SP was (59.87±12.40) points and (17.55±2.21) points, respectively, which was positively correlated (r=0.294, P < 0.01).There was no significant difference between teacher's and SP's scores for the medical student (P>0.05), and there was significant difference between examinee's and teacher's scores in the evaluation of SP's performance in OSCE (P < 0.01). Conclusions The advanced multi-modal and scenario-based communication drill has good effects in SP training, which is worthy of further promotion. -
Key words:
- standardized patient /
- training /
- advanced type /
- multi-modality /
- scenario-based communication
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表 1 教师及SP对学生的考核评分(ni=30)
分组 评分/分 t P 教师组 76.38±15.42 -0.68 >0.05 SP组 78.95±13.78 表 2 教师及考生对SP的考核评分(ni=30)
分组 评分/分 t P 教师组 6.97±1.43 -3.36 < 0.01 考生组 8.24±1.50 -
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