医学生和理工科学生生活技能教育模式效果分析

Application study of life-skills education model among medical college students in the science and engineering college students

目的探讨生活技能教育模式在医学生、理工科学生中的应用效果,为改善大学生心理社会能力提供参考。方法采用参与式教学方法在北京市某医科大学和天津市某理工科高校开设生活技能教育选修课程,进行生活技能的理论讲授与技能训练。通过课程前后的问卷测试,评估学生心理社会能力的变化。结果教育后,医学生和理工科学生心理社会能力自我评估均有明显进步,表示有很大进步的理工科学生多于医学生。学生情绪商测试中的总分、好、有能力、快乐4个方面得分均高于教育前,总得分低于平均值的学生数量减少,高于平均值的人数增加。医学生和理工科学生心理社会能力评分中的情商总分、有能力、快乐以及亚分类中的动机、生活满意度等均显著提高(P值均<0.05)。与医学生相比,理工科学生的心理社会能力改善的方面更多,评分提高程度也更为明显。结论生活技能教育模式能够有效改善理工科学生的心理社会能力。

Objective To investigate the effect of the application of medical college students＇ life-skills education model in the science and engineering college students,to see whether the education model can improve their psychosocial competence.Methods An elective course about life-skills education was implemented in a medical college in Beijing and a science university in Tianjin.By using interactive teaching method,students were provided theoretical and practical knowledge of life-skills training.To evaluate the teaching effect,questionnaire surveys were conducted before and after the course.Results After education,the self-assessment score of psychosocial competence in the students had an obvious improving both in the medical and the science and engineering students.The score of Emotional Intelligence Questionnaire（EIQ） was higher than before.The number of students who scored ＂under average＂ was decreased,while ＂above average＂ increased.The psychosocial competence scores of ＂Good＂,＂Ability＂,＂Happiness＂,＂Intention＂ and ＂Life satisfaction＂ and so on were much higher significantly than before both in the science and engineering students and the medical students（P〈0.05）.The improvement of science and engineering students after education was more obviously compare with medical students.Conclusion Life-skills education of medical college students can effectively improve science and engineering college students＇ psychosocial competence.