雨课堂联合标准化病人在临床医学专业《诊断学》心脏检查教学中应用的效果

Application effect of Rain Classroom combined with standardized patients in teaching cardiac examination of“Diagnostics Course”among undergraduate students majored in clinical medicine

目的探讨雨课堂联合标准化病人在临床医学专业《诊断学》心脏检查教学中应用的效果。方法选择2019级本校临床医学专业1~10班321名学生为研究对象,1~5班为对照组,6~10班为实验组,对照组采用我校传统教学方式,实验组在对照组教学方式的基础上联用雨课堂及标准化病人(Standardized Patient,简称SP)进行授课,比较两组的教学效果。结果两组学生基线数据(性别、年龄、大学入学分数)差异无统计学意义(P>0.05),两组基线数据具有可比性;研究显示实验组在课堂出勤率、课堂积极性、理论考核成绩、实践操作考核成绩、人文关怀、SP评分及医患沟通能力均明显高于对照组(P<0.05)。结论应用雨课堂联合SP对医学生进行授课,可明显提高医学生理论及实践考核成绩,并且可以提高学生的临床综合素养,包括人文素养、表达及医患沟通能力。

Objective To explore the application effect of the Rain Classroom combined with standardized patients(SP)in the teaching of cardiac examination of“Diagnostics Course”among undergraduate students majored clinical medicine.Methods 321 students from class 1 to 10 of clinical medicine of grade 2019 in our university were selected as the study objects,the students from class 1 to 5 were enrolled in the control group,those from class 6 to 10 were enrolled in the experimental group.The control group received the traditional teaching method of our university,the experimental group adopted the Rain Classroom combination with standardized patient(SP for short)teaching method on the basis of the control group.The teaching effects of the two groups were compared.Results There were no significant differences in baseline data(gender,age and university entrance score)between the two groups(P>0.05),and the baseline data of the two groups were comparable.Results of the study showed that the attendance rate,classroom motivation,theoretical assessment score,practical operation assessment score,humanistic care,SP score and doctor-patient communication ability of the experimental group were significantly higher than those of the control group(P<0.05).Conclusions The application of the Rain Classroom combined with SP in medical students can significantly improve the theoretical and practical assessment scores of medical students,and can improve students'comprehensive clinical literacy,including humanistic literacy,expression and doctor-patient communication skills.